Teachers' Resource North East by DC Publishing

Resource Teachers’

AUTUMN 2018

North East

IN THE CLASSROOM • PROFESSIONAL LEARNING • PUPIL SUPPORT • AFTER HOURS www.teachersresource.co.uk

SALUT

KONICHIWA

CIAO

NI HAO HALLO

HOLA

SAY HOLA TO MODERN LANGUAGES Discover how you can revamp language learning for students at home and abroad

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08/10/2018 09:28

‘Every child over 10 should see War Horse. It stretches that most under-used muscle, the imagination.’ The Times

GREAT SCHOO L RATES AVAILA BLE

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Group Sales 10+ 0330 102 7531 groupsales@theambassadors.com atgtickets.com/sunderland War Horse Page to Stage, Wed 13 Feb, 11am Join cast and some of the creative team behind War Horse as they reveal how Michael Morpurgo’s book was brought to life for the stage. Please enquire when booking show tickets. 002_TRS_NE18_ADV.indd 2

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PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

ASSISTANT EDITOR

Lorne Gillies lorne.gillies@dcpublishing.co.uk

STAFF WRITERS

Emma Storr emma.storr@dcpublishing.co.uk Saskia Harper saskia.harper@dcpublishing.co.uk

DESIGN AND PRODUCTION

Lucy Baillie lucy.baillie@dcpublishing.co.uk

Editor’s Letter Hello, and welcome to the first issue of Teachers’ Resource North East We are extremely thrilled to debut the brand new Teachers’ Resource to classrooms across the North East of England. After growing success in Scotland, we felt it was right to bring the magazine to more teachers.

PRODUCTION ASSISTANT

Kicking off the issue, we’re looking at the importance of modern languages. As schools utilise the eTwinning programme one teacher explains how he turned his maths class into a multilingual platform.

SALES

We’re also looking at anti-bullying workshops and discovering facilities available to revamp your teaching beyond the four walls of the classroom.

www.teachersresource.co.uk

Continued professional development is on our agenda, too. We bring you the latest CPD training courses. For teachers looking for a change of pace supply teaching might be your next career move.

Lisa McCabe lisa.mccabe@dcpublishing.co.uk Karen Mackenzie karen.mackenzie@dcpublishing.co.uk

DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007

Make sure to let us know what you think by contacting editor@dcpublishing.co.uk Hope you enjoy!

WIN

Check out our competitions on page 29 to be in with the chance of winning tickets to Cinderella and Peter Pan

Lorne

Lorne Gillies, Assistant Editor

What’s Inside IN THE CLASSROOM

Social media is an important tool, but how is it affecting grammar and punctuation?

We discover how to revamp language learning.

20 RAISING AWARENESS OF: EATING DISORDERS

5 SAY HOLA TO MODERN LANGUAGES

13 THE BURNOUT TEACHER CRISIS With many teachers experiencing burnout, what support is available?

18 LET’S TALK BULLYING

24 MORE THAN A STAND IN

26 THE POWER OF THE PLAYGROUND

PROFESSIONAL LEARNING

Ahead of Anti-Bully Week one charity is providing workshops ending discrimination. Exploring education beyond the four walls of the classroom.

Eating disorders can seriously impact on a student’s education. A survivor reveals how her teacher supported her recovery.

PUPIL SUPPORT

16 PRESSING PLAY ON TECHNOLOGY IN THE CLASSROOM

Looking for a change of pace? Supply teaching could be the right path for your future.

9 IN THE KNOW: CONTINUED PROFESSIONAL DEVELOPMENT

Learning is important for everyone, including teachers. We bring the must attend courses for CPD.

©DC Publishing Ltd 2018. All rights reserved. No part of this publication may be reproduced or used in any way without prior written permission from the publisher. The views expressed in this magazine are not necessarily those of DC Publishing Ltd. The publisher takes no responsibility for claims made by advertisers within the publication. Every effort has been made to ensure that information is accurate; while dates and prices are correct at time of going to print, DC Publishing Ltd takes no responsibility for omissions and errors.

www.teachersresource.co.uk

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Teachers’ Resource

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SUPPORT IN THEPUPIL CLASSROOM

HOLA

SALUT CIAO HALLO

NI HAO KONICHIWA

SAY HOLA

TO MODERN LANGUAGES Hola. Salut. Ciao! Languages are essential to unlocking different cultures, experiences and adventures. With roughly 6,500 languages spoken and continued opportunities to travel abroad, the push to revitalise modern language education in the classroom is crucial

o you know what the most common spoken language is? No, this isn’t a trick question or just a fun fact for the pub quiz next week. Across the cultures and countries that make up the world, there are different languages and dialects spoken. With each language learned it opens the possibilities of advanced understanding of verbal and written skills, www.teachersresource.co.uk

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and improves intelligence. The answer is Mandarin Chinese, by the way. Turns out English isn’t top dog after all. Modern languages within the classroom have never had the accolade they deserve. Listing items located in your pencil case can become stale very quickly. Thankfully, modern languages have had a facelift in recent years. Teachers’ Resource

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ESSENTIAL

A staple subject in the syllabus, modern languages is a lesson that will stem back generations. From ordering a coffee abroad or having a casual conversation: languages quite literally make the world go around. “In the current climate and job market, it is crucial for pupils not to rely on English – it is no longer enough,” says Liz Neil, senior project manager at the British Council. “Learning a language and getting experience of other cultures gives young people a dual insight into the wider world. It’s about being competitive in an international context; you’re not just competing for jobs with the kids in your own classroom: you’re up against people in a European or Global market place, many of whom can speak more than one language.” Languages open the door to possibilities, education and lucrative job opportunities – for students and teachers alike – or simply an appreciation for the culture flowing through your favourite holiday destination. Having a basic understanding of verbal and written skills in a modern language is a necessity, however, the teaching of languages may have pushed students away in the past. The British Council has been promoting improved language skills for decades through its language assistant programme. Allowing young people from the UK to go abroad to teach English as assistants and bringing others from 14 countries into the UK to teach their native tongue, the programme is an innovative and inspiring method of teaching.

EDUCATION

“A good method is incorporating the language you are studying in to your daily life,” explains Alba Martinez, a former Erasmus+ intern who did a lot of small group work at the Northumberland Church of England Academy (NCEA) in

“There is a willingness and a hunger amongst most young people and perhaps the school system hasn’t quite caught up” 6

Teachers’ Resource

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Ashington teaching the students Spanish. “That is to say, trying to listen to languages as much as possible by listening to the music, radio of that language or watching TV-shows, too. This can be a way of improving listening and speaking skills. In addition, I think it is important to read books [students] like, written in the language being studied.” There is more to language education than describing what someone is wearing. It is important to connect with students and encourage them to understand the importance of languages and communication across all subjects. “In my opinion, there is a willingness and a hunger amongst most young people and perhaps the school system hasn’t quite caught up with the willingness. Language lessons are still done in a way which is boring – it doesn’t excite or engage them,” adds Ian Kell, a maths teacher from NCEA who worked directly with Alba during her time in the UK. NCEA is a school so committed to engaging students in modern languages that different subjects utilise modern language learning in their classrooms. Within his lessons, Ian ensures that students understand the importance of language even during a maths lesson, science experiments, and beyond. The school’s approach has been so successful they are award winning and now partner with 57 schools abroad. Ian explains: “We encourage all the students taking part in projects – it may not even be overtly a modern language programme – we get them to look at doing the project in a tongue other than their own.” Recently his students completed a project looking at eco-tourism, this was a fantastic opportunity for them to visit France, learn more about speaking French, work in the French language medium whilst doing their presentations in French. And Alba encourages that this is an excellent way for students to learn. “If the students have the opportunity of living any experience abroad, volunteering, an interchange, or anything which involves people going to different countries – I would recommend doing it,” she explains. “I think it is a great chance for practicing all the language skills they have been learning during their studies.” This is all made possible through the support from the British Council’s eTwinning programme.

GUIDANCE

eTwinning enables schools from across the UK to connect and collaborate online with schools from across Europe. With

25,000 teachers from the UK involved in the programme, which sees schools connect with a sister school in a different country through a live video link, encouraging engagement and enriching learning. “The online community for schools in Europe provides a virtual classroom. Teachers can link with their peers internationally on projects, take part in chat forums and access toolkits. And it’s all entirely free,” explains Liz. “It is a very accessible and effective way to bring languages alive in the classroom by connecting pupils with learners in other countries. There’s a live audience for them to practice with, and it motivates them to do their best. It’s been really successful.” With eTwinning we have teachers using it in a language context to link with, for example, a Spanish school, which offers an audience of native speakers to learn from and share with. It’s that kind of contact that makes the difference in helping UK pupils develop their own practice and contemporary language skills.” www.teachersresource.co.uk

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IN THE CLASSROOM

Ian agrees: “With eTwinning, we can actually have a method for the students to talk directly with people from different schools and play around with the languages. I know they all want to learn the things you don’t teach them in the class.” Introduction of Erasmus+ interns can change the face of language education. Interns are usually postgraduate adults willing, eager and determined to not only educate but learn more about teaching as a profession, too. Alongside their own determination for the programme, they can bring a new twist to modern language education.

MODERN METHODS

“It’s not taught in the way you would normally in a school,” adds Ian, through the Erasmus+ internships and eTwinning his students reaped the rewards of new and exciting methods of language learning. “Part of the lessons featured listening to Italian rap music: students have the lyrics in front of them and talk to kids directly from a live feed from www.teachersresource.co.uk

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Nepal. With that comes all the other features of being a teenager: there’s flirting, football chat – it’s real life. Rather than sitting there discussing John Paul going to the cinema with his friends on a Saturday.” Pairing modern languages with alternative techniques and methods is the first step to encouraging more students to engage with modern languages. In a truly cultured world overflowing with opportunities to not only travel to far off destinations, but to be able to work and live. “As a student of modern languages, I can say that thanks to studying it I have lived amazing experiences and know people all over the world. I have learnt about other cultures and visited amazing places,” enthuses Alba. “As a teacher of modern languages, I can say that the feeling is amazing when you are in your country and know people all over the world are trying to practice their Spanish skills with you.” It is refreshing to see schools across Europe working together to rejuvenate and revitalise modern language

learning, alongside encouraging students to be more aware of the importance of knowing more than one language. Building confidence is the first step to becoming a more multilingual nation and programmes such as eTwinning and Erasmus+ are not only supporting teachers to bring a wholeschool approach to learning languages, but spreading the message to students that communication can open the doors to a multitude of thrilling possibilities. Language is wonderful, and the opportunity to engage more students is thrilling. Are you ready to welcome a new world of language into your classroom?

MORE INFORMATION The British Council www.britishcouncil.org Erasmus Intern www.erasmusintern.org eTwinning www.britishcouncil.org/etwinning

Teachers’ Resource

08/10/2018 09:56

Become an examiner with Cambridge Cambridge International Examinations is growing and over 10000 schools in more than 160 countries are now part of our Cambridge learning community. To support our continued growth worldwide, we are inviting teachers to develop their professional experience by becoming Cambridge Global Perspectives® examiners. We are welcoming new examiners in Cambridge Global Perspectives® for all of our qualifications from Primary to A Level. Requirements are: • applicants should have at least 3 years teaching experience and be educated to degree level • successful applicants will require a PC and broadband to allow them to access Cambridge on-screen marking systems. We offer: • a powerful insight into the teaching and assessment of Cambridge qualifications • valuable experience assessing a unique skillsbased qualification which tests pupils collaboration, reflection and research skills • support in developing your own professional practice • the highest standards of training and support • freelance opportunities, based on contracts for services for each examination series, which fit around your existing commitments.

To apply to be an examiner, please visit cambridgeinternational.org/makeyourmark

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PROFESSIONAL PUPILLEARNING SUPPORT

IN THE KNOW

Continued professional development Education is the most important tool anyone can have. As you spend your days moulding the minds of the future, it is important that you, too, stay one step ahead. That’s where continued professional development courses come into play

eachers have a duty to educate and ensure all students have the same chance at gaining an education. That doesn’t mean you can’t also broaden your horizons. Continued professional development (CPD) courses are an important aspect of being a teacher and there are many different programmes to get involved in to propel your career to the next level.

“My teaching style has evolved from basic lessons and teachercentred activities towards a more dynamic teaching style”

www.teachersresource.co.uk

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WORLDWIDE Teachers looking for a complete change of pace should consider going to educate in a brand-new location. Heading to teach in a new country could hold the key to a different path. TEFL (teaching English as a foreign language) is the qualification that provides the perfect opportunity to get out of your comfort zone and complete an exciting and fulfilling challenge. “As a TEFL teacher, you will find yourself utilising different teaching and learning methods. From this you will grow as a teacher – building on your existing knowledge and skills, and as a person – you will notice your confidence soaring as you immerse yourself in a new culture and lifestyle,” enthuses Zoe MacKenzie, digital and PR executive for TEFL Org UK. “Many TEFL teachers comment on how rewarding it is to teach abroad and experience first-hand what it is like to have a direct impact on student’s lives.” Teachers can get involved in courses online, in the classroom and combined

courses. If jetting off, exploring the world, whilst still educating children, young adults or mature learners is what you’re looking for, then 120 hours of TEFL training is the right choice. From gaining the qualification to advance your classroom practices or to fill your summer holidays with professional development in a new environment: TEFL is an important course that could see you gaining more than just knowledge. “My teaching style has evolved from basic lessons and teacher-centred activities towards a more dynamic teaching style where the student is the main focus of attention,” explains María Ortega Blanco, who had previous teaching experience prior to obtaining her new qualification. “A TEFL certificate means not only personal growth, but professional benefit as some companies show more interest in hiring a teacher when they have such a certification. I personally feel it absolutely necessary for improving your teaching quality.”

Teachers’ Resource

08/10/2018 10:22

PROFESSIONAL LEARNING

IN THE CLASSROOM Professional learning can also happen whilst you continue working in the classroom – there’s no need to give up your current job. Creative Education is just one organisation providing personalised training right in the heart of your school. This is a fantastic opportunity for a whole-school approach to CPD. Providing flexible training services, Creative Education delivers training on topics that will be directly beneficial for yourself and the rest of your team. Similarly, the organisation can also deliver training on student revision – specifically for students struggling to revise before their exams – all the

BACK TO UNIVERSITY Many teachers are eager to pursue a Master’s in a bid to further their understanding, and even appreciation, of teaching as a profession. Getting a Master’s can help you to advance your career, assist teacher training in your school or even open the doors to focusing on a specific subject area, age group all the way to building knowledge and understanding of special educational needs teaching or educating students with a disability. Universities can provide Master’s courses over a part time or full time period; the length of your degree will all depend on if you want to continue working whilst you obtain your Master’s. You can arrange going part time with your school who may also be able to support you throughout your qualification. Durham University (www.dur.ac.uk) offers a competitive degree in MA

way to international courses – ideal for teachers looking to take their career abroad. Staying in the classroom, there is a real need for more STEM educators and thankfully there has been a push with a plethora of specific CPD courses available. Facilitating online STEM CPD courses, STEM Learning brings world-leading experts and professional development leaders straight to your computer with free and easy to access courses. The courses are not just for STEM educators, any teacher can take part in the course to improve their understanding. Teachers looking to take the next step in their career, heading back to university could be the ideal beginning.

Education, which has optional models ranging from curriculum analysis, psychology of the learner all the way to improving computer education. Sticking with the North East, Newcastle University (www.ncl.ac.uk) provide a Master’s in education research to encourage a more critical understanding of research, educational issues, practice, evidence and theory. There’s no denying that going back to university can be expensive. It is for this reason that the government provides bursaries or scholarships for teachers going onto certain secondary school courses. The bursary can start from £26,000 with other teacher training funds available. If you’re starting a Master’s degree then you could also get a loan up to the value of £10,609 to help support course fees and living costs. Education is essential, for everyone. Heading out of the classroom will see you advancing your personal knowledge.

Why CPD?

Even experts in their field can always learn more and gain additional knowledge. CPD covers a wide range of learning methods from work based learning, professional activities all the way to going on open university courses.

FOR MORE INFORMATION TEFL Org UK www.tefl.org.uk STEM Learning www.stem.org.uk Creative Education www.creativeeducation.co.uk Government Funding www.gov.uk

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05/10/2018 16:45

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IN THE PUPIL CLASSROOM SUPPORT

THE BURNOUT TEACHER CRISIS Any career comes with challenging times and stressful encounters. Recent figures reveal that teachers are experiencing burnout at a growing rate. We look at why teaching has become a stressful position and the vital support required

veryone has felt strained at some point in their lives, it’s a natural experience to a hectic lifestyle. However, when stress becomes allconsuming it can cause physical symptoms, feeling mentally drained and, ultimately, cause a burnout. Research has shown that two thirds of people experience a mental health condition in their lifetime. The leading cause for poor mental health begins with high levels of stress. During this year’s Mental Health Awareness Week, the focus was on stress: the most common reason teachers leave their job.

INCREASING

The expanding demand of preparing lessons, marking, administration and ensuring students are exam ready – not to mention meeting continued exam targets – has seen teachers leaving a profession they love. “Teachers work hard, under a lot of pressure, and teacher burnout is often cited as one of the main reasons www.teachersresource.co.uk

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they leave the profession – perhaps as a result of educators being over worked, under resourced and undervalued,” says Julian Stanley, chief executive of Education Support Partnership. Going into teaching comes from a drive to spread knowledge and a passion to educate future generations. However, this doesn’t help when teaching becomes overwhelming. Feelings of strain within the classroom and being besieged with marking or creating lesson plans is common practice as a teacher in 2018. Overcrowded lessons and overworked, is it any real surprise that teachers are turning to new professions? Government figures highlight that of the 21,400 teachers who started working in English state schools in 2010, over 6,400 (30%) had quit by 2015/16. As more teachers leave the classroom with not enough coming as replacement the strain is palpable. There is a shortfall of 30,000 secondary school teachers only leaving more pressure on those still Teachers’ Resource 13

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IN THE CLASSROOM in the profession to deal with increasing classroom sizes. English secondary schools are expected to increase by 19% between 2017 and 2026. Ultimately, there are not enough teachers to manage the amount of students.

ABSENT

The teacher shortage crisis is mounting and in turn, it has increased demands on those still within the profession. A recent survey by the Education Support Partnership found that three quarters of school and college staff had experienced: “psychological, physical or behavioural symptoms because of work.” A negative light currently shines on teaching. “The impact of extremely heavy workloads and rapid change was taking its toll, impacting on teacher’s health and ability to perform at their best, undoubtedly feeding the growing recruitment and retention crisis,” says Julian. “Half the respondents stated they have considered leaving the sector over the past two years as a result of health pressures, with a large proportion seeking a better work-life balance.” All this demand and lack of assistance for teachers can lead to increased job dissatisfaction and ill health. However, amongst the darkness there is a gleaming ray of light.

GUIDANCE

Being in a position of extreme dissatisfaction in your employment is a difficult set of emotions to have – and it can even start to affect daily life outside of work. Reaching out for support at an early stage – instead of at crisis point – could be the secret to avoiding burnout. Julian explains: “Our helpline counsellors hear daily from those for whom the demands of ever greater accountability, a growing testing culture and monitoring are becoming too much, potentially leading to teacher burnout. All too often, individuals contact us when it’s too late and are already in crisis. Getting the right help at the right time is often a key first step to improvement and at the Education Support Partnership, we have seen time and again that getting this right for individuals and organisations does deliver positive, tangible changes for all. Healthier, happier and more productive staff, leaders and workplaces result in healthier, happier students, who are better placed to be at their best.” When the school bell rings and the halls fall quiet, taking time to focus on wellbeing and self-care is imperative. “We would encourage teachers to find a moment in every working day when they consciously 14 Teachers’ Resource

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ARE YOU ABOUT TO BURN OUT?

Burnout is an increasing issue in many professions, but how well do you really know the symptoms? Burnout is not a singular condition, in fact, those experiencing burnout have symptoms linked to stress and depression. If you have any of the below symptoms make sure to visit your GP. People who experience severe stress can sometimes have suicidal feelings, too, in this case getting assistance immediately is imperative. FEEL • Depressed, anxious, nervous or afraid • Neglected or lonely • Racing thoughts that can’t be switched off • An increased sense of dread • Worried about your health • Uninterested in life

BEHAVE • Difficulty making decisions • Worried and emotional • Snapping at others • Lack of concentration • Eating too much or too little • Consuming more alcohol, cigarettes, or drugs than before

and actively unwind. We would encourage educators to find a balance between their work and home lives. A good first step is for teachers to recognise that prolonged exposure to stress can be harmful. We often hear about the negative aspects of being a teacher. Many teachers have told us that there is too much negativity around the profession. In spite of the challenges it’s important that we celebrate teachers, show our appreciation and encourage teaching staff to see how the work they do makes a positive contribution to society through educating future generations,” concludes Julian.

MORE INFORMATION Education Support Partnership www.edsupport.org.uk 0800 0562 561 Samaritans www.samaritans.org 116 123 www.teachersresource.co.uk

08/10/2018 10:24

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PUPIL SUPPORT

According to the Organisation for Economic Co-operation and Development, teenagers in the UK have the worst levels of literacy in the developed world with one in five having a low level of literacy. What influence is technology and social media having on young people’s reading, writing and ability to process information?

PRESSING PLAY ON

Technology in the classroom

echnology and social media are wider choice of reading formats can help often blamed for a lack of interest stimulate their interest in reading,” she or skill when it comes to young adds. people’s reading and writing. The Social media sites are educating rise in the use of technology has also young people by providing news and seen a decline in the use of handwriting. information in an informal and interesting Research manager at the National Literacy way. Writing skills were also found to be Trust (NLT), Irene Picton, believes that higher for those who use social media. social media is undeserving of bad press. Young people feel this more casual form “Technology is entrenched in every part of writing gave them creative freedom, of children’s daily life, so it makes sense increasing its appeal. to explore opportunities for new Irene adds that for this to technologies to support transfer into schools more children’s learning, while support is needed for “Just as rapidly as also being mindful of the teachers. “A lack of the digital news potential drawbacks,” she support for teachers and environment is changing, parents is prohibiting,” says. so too must the skills our she explains. “Teachers young people need to want to bridge the gap LITERACY between the critical navigate, participate in Technology can literacy skills they teach and survive it” encourage literacy: a study in the classroom and how by the NLT revealed that 74.3 these are reinforced in the per cent of young people enjoy home.” reading more when using eBooks, rather than paper books. “They are reading books on tablets, playing games FAKE NEWS on consoles, using apps on their phones Social media is a great tool to connect and doing their homework on computers,” and inform young people, but it also creates anxiety. As unverified information says Irene. continues to appear alongside fact, only By making learning relevant to students’ interests, enjoyment levels and willingness two per cent of young people are able to identify the difference between fake and to participate increase. “Giving children a 16 Teachers’ Resource

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genuine news. Technology and social media might not be having a detrimental effect on literacy levels, but the widespread nature of fake news is leaving them with little trust in the media. “Just as rapidly as the digital news environment is changing, so too must the skills our young people need,” says Irene.

RESOURCES

The National Literacy Trust (www.literacytrust.org.uk) provides free online resources for teachers and parents to help develop young people’s critical literacy skills.

www.teachersresource.co.uk

08/10/2018 10:24

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05/10/2018 16:46

Let’s talk

BULLYING S

ticks and stones may break my bones, but words will never hurt me. We’ve all heard the traditional saying; in fact, words can have a lasting emotional impact on a person. From wearing the wrong trainers, liking a different genre of music, being different from everyone else, to disability: bullying happens throughout the corridors, in the classroom and even outside the school gates. Mainstream schools with disabled students can face increased levels of bullying due to misunderstanding. Now, Scope, one of the UK’s leading disability equality charities, is going into secondary schools in London and Leeds, to dispel disability myths. It is a programme that could encourage a wave of change across England.

WORKSHOPS

“That is one of the best things about doing the sessions. You see a change in people’s behaviour,” explains Chloe Tear, a psychology and child development student, who also has cerebral palsy. Many students in mainstream secondary schools are disabled, some students may have Down’s syndrome, visual impairments or another physical or hidden disability. Growing up is challenging, growing up different to everyone else in your classroom can be isolating when others 18 Teachers’ Resource

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PIC: ©SIMON RAWLES

Bullying can be an unfortunate part of growing up. From being deliberately left out to name calling and physical violence, bullying comes in many shapes and sizes. Starting a discussion is the first step to sending an anti-bullying message

don’t understand the reasons that make you unique. “At the start of the session students might be quite quiet and too shy to ask anything or not as engaged as you would like them to be. Towards the end you have people starting to ask questions,” continues Chloe. “To have a lot of questions and have people really engaged, and the questions they ask are quite telling, it might be something that even I haven’t thought about that they didn’t know.” In a bid to promote improved understanding of disability alongside encouraging open discussions and acceptance, Scope runs sessions in mainstream secondary schools to discuss disability and start a conversation – within the sessions bullying is a topic that arises.

RESPECT

Working to eradicate bullying is crucial and it all starts with understanding what makes people different. That’s why the theme for this year’s Anti-Bully Week is Choose Respect. Running from Monday

12 to Friday 16 November, schools UK wide will be encouraged to promote the ethos of anti-bullying. One message that should be more focused on is that of bullying due to disability. Hannah Gallagher, who is a team coordinator for Scope sessions, explains that Scope sessions are in place to promote disability within the classroom, community and wider society. It is an issue the charity believes needs to be further acknowledged as although important issues are raised within PSE classes in England, disability is rarely touched upon. She says: “Just having that one-hour session, you can see perceptions changing… Students enjoy getting the chance to be open and ask lots of questions.” From the workshops – where Scope Role Models such as Chloe attend to share their lived experience of disability, discrimination and starting the conversation with young people – students can get involved in quizzes, questionnaires whilst asking questions they may have never had the opportunity www.teachersresource.co.uk

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IN THE CLASSROOM

Chloe and Hannah during a workshop

to ask. Just one session has seen 89 per cent of students’ attitudes towards disability change. “I think it is just as eye opening for the teachers as it is for the students,” adds Chloe. “It is important to show your students that you’re there. Sometimes it will go away but it is important for your students to know that if they need help you’re there and you will do something about it. It was comforting for me when I went to teachers I knew I was being taken seriously.” It is for this reason Scope is a member of the Anti-Bullying Alliance (ABA) to help promote discussions on disability alongside sending a message of antibullying.

TRAINING

Through increased understanding, guidance and support for disabled and non-disabled students in mainstream schools, a foundation of respect will arise. As part of the Choose Respect campaign, ABA held a consultation with 800 children, teachers and members of the organisation www.teachersresource.co.uk

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and it was revealed that more emphasis on bullying as a behaviour choice was necessary. Teachers, and students, have the power to set an example to eradicate bullying once and for all. Scope sessions are just one teaching tool available to change the conversation and introduce more respect for students who may face hardship due to their disability. And it works. During one session Chloe was joined by a pupil with cerebral palsy to answer questions from his classmates, Hannah explains that this was the first time his peers understood and appreciated why he couldn’t do certain things – prior to this discussion the subject had never been broached. “I’m volunteering my time because I believe in the programme. I believe it works and I enjoy delivering the sessions – I enjoy being able to make that change. I think it is important for schools to get on board with this, not only to raise awareness about disability and have open conversations; it’s also comforting for disabled students to know they are included. It reinforces the schools view on

“I’m volunteering my time because I believe in the programme… I enjoy being able to make that change” inclusivity,” concludes Chloe. Similarly, teachers can get involved with ABA’s free online training courses as part of their All Together programme. Covering modules including the definition of bullying, prevention and response, teachers can be at the forefront of engaging understanding and respect for everyone in the classroom and beyond the school gates. More sessions from charities like Scope, training courses from ABA, and people sharing their experiences of bullying and discrimination will start a conversation on why everyone is unique and why we all deserve respect.

FOR MORE INFORMATION Scope www.scope.org.uk 0808 800 3333 Anti-Bullying Alliance www.anti-bullyingalliance.org.uk Bullying UK www.bullying.co.uk

Teachers’ Resource 19

08/10/2018 10:48

RAISING AWARENESS OF

EATING DISORDERS One of the most common yet most misunderstood mental health conditions: eating disorders can turn people into a shadow of their former self. Teachers may be the first to spot there is a problem and they can be pivotal on the road to recovery

mongst the hustle and bustle of the school grounds, the gossiping and chatter in the classroom, there may be a student who is fighting a secret battle. Eating disorders still hold a taboo with many people shying away from discussing the issue. “First of all, just by talking and being 20 Teachers’ Resource

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open breaks the barrier and the stigma that people might feel by hearing someone else talk about it,” explains Rose Anne who recovered from her eating disorder in part thanks to the support and guidance provided by her teacher. Now, Rose Anne is taking her experience into schools to share her journey in a bid to encourage improved

understanding of eating disorders. She adds: “It helps people to feel less ashamed if they’re struggling themselves to be able to speak out. It is also a case of awareness – not everyone knows that much about eating disorders and because they don’t know much they maybe don’t want to be wrong.” www.teachersresource.co.uk

08/10/2018 10:39

PUPIL SUPPORT

RECOGNITION

Whilst still at school, Rose Anne experienced an eating disorder, which saw her spending eight months in an in-patient hospital after she had completed her final exams. Uncertain of when she first developed an eating disorder, Rose Anne acknowledges the pressure she put herself under to do well in her exams partnered with the loss of someone close to her accounted for the symptoms related to an eating disorder. “To start with, I isolated myself from my friends and people around me and at lunchtimes I started restricting my intake of food, but I would still eat at school. As time went on, my eating disorder grew stronger and the only way I can describe an eating disorder is that they’re very deceptive and secretive,” explains Rose Anne. “I tried to hide the symptoms from people around me.” Due to the nature of the illness even when a teacher first broached the subject Rose Anne felt unsure on the best way to respond, it wasn’t until her friends went to the teacher that Rose Anne realised the extent of her condition. “That was the point where I realised something was wrong – it took a while for me to actually accept that there was an issue.” Young people are more likely to develop symptoms whilst at school, with an estimated 20 per cent of students in secondary schools exhibiting some signs of disordered eating. As a teacher you will continually have your student’s best interests at heart but it can initially be daunting finding the right words for a student you’re concerned about.

DIAGNOSIS

Starting the conversation is a crucial first step to diagnosis and the earlier intervention happens the better for full recovery. “It was done in a way that there was no rush and we could take time to listen and I could take time to think things through,” recalls Rose Anne about the journey she and her teacher took together. “I describe it as two separate things: me and the eating disorder. In general, in terms of someone noticing, it can, in a way, anger the eating disorder with it being quite secretive. On the other side there I was: really relieved that someone had said something and actually got the ball rolling to my recovery.” Rose Anne is now supporting teachers to recognise the signs of eating disorders to promote early www.teachersresource.co.uk

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diagnosis and recovery. It all starts with training.

TRAINING

A new initiative, introduced by charity Beat, will see every school in the North East, Yorkshire and Humber have staff in schools dedicated to supporting pupils with an eating disorder to ensure they get the appropriate treatment quickly. Research carried out by the charity revealed that getting treatment for an eating disorder often takes more than three years after falling ill, and an additional year prior to visiting a GP. “Obviously, school is somewhere where young people spend a lot of their time. They’ve got people around them who can see the signs and potentially more so than parents if you’re at school all day,” adds Rose Anne. “In my perspective it’s always better to say something than not to say something, if there is nothing there you’ll soon realise that as well. Anyone would just be thankful that there are people looking out for them.” Through training sessions, Beat, Rose Anne and other survivors are on hand to encourage an open discussion of eating disorders for improved understanding. From not specifically focusing on weight to recognising if a student is acting different or even feels colder, for a student to know they are supported is a pivotal step to recovery. “I think it is important if you have a good relationship with a student to talk to them when it is not around everyone else and at a time when you have time for them, not right before a lesson. Take your time to express your concern and let them know that you’re there,” advises Rose Anne. “I think a lot of the time the first time you approach someone you probably won’t get that much out of them. It is just persevering and being patient about it.”

Rose Anne is preparing to share her journey

“I describe it as two separate things: me and the eating disorder”

SPOT THE SIGNS

Eating disorders can impact a person in different ways, but early intervention and treatment is important for full recovery. Knowing the signs can be the first step to recognising if a student is in need of support. • Social isolation • Avoiding eating around others • Finding it hard to concentrate

FOR MORE INFORMATION Beat www.beateatingdisorders.org.uk Adult Helpline: 0808 801 0677 Studentline: 0808 801 0811 National Centre for Eating Disorders www.eating-disorders.org.uk Young Minds www.youngminds.org.uk Mind www.mind.org.uk

• Tired and irritable • Low confidence and selfesteem • Anxiety • Obsessive and/or rigid behaviour • Self-harm • Change in weight, this can be both losing or gaining weight, or experiencing fluctuating weight

Teachers’ Resource 21

08/10/2018 10:39

Agriculture reimagined

Do you have what it takes to be a Vet?

There are few bigger challenges facing the world than feeding a growing human population well while protecting the natural systems on which we depend.

For those interested in veterinary medicine, we offer an integrated degree in which students are taught about large animals, small companion animals, exotics and wildlife, with clinical and professional skills classes incorporated into the curriculum from the earliest stages.

With the world population expected to reach 11 billion by the end of this century and demands on systems already at an all-time high, it is essential that we find sustainable farming practises to feed the growing population without destroying the planet. In response to the global challenges we face, the University of Edinburgh offers four Agricultural Science undergraduate degree programmes. Students develop their understanding of science, business, technology and geography to optimise food production systems within economic and environmental targets.

This allows students to broaden their understanding of different species and to increase their career prospects while giving them the flexibility to specialise at a later stage. Students are exposed to a wide range of stimulating teaching and learning methods designed to equip them with the confidence and skills for a fulfilling career in veterinary medicine.

Knowledge gained in this field will be essential for the world leaders of tomorrow.

globalagriculture@ed.ac.uk

vetug@ed.ac.uk

0131 651 7305

The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.

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05/10/2018 16:46

PUPIL SUPPORT SUPPORT

Inspire your pupils to join the

UNIVERSITY OF EDINBURGH The University of Edinburgh is consistently ranked one of the best 50 universities in the world and was 18th in the most recent QS World University Rankings

tudents benefit from state-of-theart facilities in which to further their education. The Bachelor of Veterinary Medicine and Surgery (BVM&S) and BSc Agricultural Science are at the forefront of research, technology and innovation, with an emphasis on best practice and education standards. The degree programmes are taught at the Easter Bush Campus – the largest centre of animal science expertise in Europe. The Campus incorporates world leading research institutions, an animal welfare centre, veterinary hospitals, outstanding educational facilities and interdisciplinary hubs.

COMMUNITY

“The vet school is really on point. The facilities are brand new, there are so many support systems, and the lecturers and professors are experts in their field,” explains one veterinary student. “There’s such a community here that I don’t think I’d be able to find elsewhere. I know that every step of vet school leads me closer to a career where I can make a difference in human and animal lives every day.” In the latest National Student Survey results, the Royal (Dick) School of Veterinary Studies received a 99% satisfaction rate. Excellent student satisfaction is fundamental to the success and well-being of students and these results show the university’s commitment to the student experience. www.teachersresource.co.uk

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EMPLOYMENT

Stepping into a career relating directly to their degree or going into further education is also guaranteed. The veterinary course offers international accreditation meaning working opportunities are available not only in the UK but also in Europe, Australia, New Zealand, South Africa and North America.

“There’s such a community here that I don’t think I’d be able to find elsewhere”

EDUCATION

Pupils studying biology, chemistry, geography, environmental science, economics, business studies or maths are encouraged to consider a BSc in Agricultural Science, which will tackle some of the most complex challenges facing humanity. Combining the study of plants and animals with the study of human behaviour, Agricultural Science aims to answer the question of how the world can sustain and feed 11 billion people whilst reducing the impact on the earth’s natural systems. The future of farming will shape the future of the planet, which will require highly skilled leaders in agriculture who can influence the government policies of tomorrow. The Global Academy of Agriculture and Food Security sits within the world-renowned Royal (Dick) School

of Veterinary Studies and offers highly interdisciplinary undergraduate degree programmes. Drawing on expertise from across the University of Edinburgh to combine a range of subjects with reallife work experience, they can ensure their graduates are equipped with the skills to become international leaders in sustainable farming practises and shape the landscapes of tomorrow. The University of Edinburgh offers fantastic opportunities for students looking to advance their education and as a teacher you can help share the message.

MORE INFORMATION The University of Edinburgh www.ed.ac.uk Teachers’ Resource 23

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PUPIL SUPPORT

More than a

STAND IN

longside choosing where you work and when, there are many factors to consider that might not be visible from the outside. Supply teachers have no guarantee of when they will next find work and are continually teaching pupils who do not know them. Helen Auld previously taught full time, despite these challenges she loves her job. “I couldn’t possibly be a full-time teacher any longer, the workload was horrific, I was approaching 60 and decided to retire,” she explains. “Supply teaching was a natural thing to do, it’s not an easy job but it’s wonderful.”

RELATIONSHIPS

Having a good connection with your students will always aid their learning, but building relationships is one of the most challenging parts of being a supply teacher says Helen: “95 per

Supply teachers play a vital role in the classroom whether they remain in one school for a week or six months, but the job isn’t as easy and stress-free as some might think

cent of teaching is the relationship with the young people. The main tension is not knowing the children.” Similarly, understanding if pupils need any additional support may not be automatically apparent. That strain doesn’t mean that it’s impossible to form connections and help pupils push their learning further: “I’m there to help them understand their tasks and feel like they’ve achieved something. I think inspiration is more important than anything to young people, if I can help them and motivate them, then that’s amazing,” adds Helen.

UNCERTAINTY

The opportunity to help and connect with a range of pupils in different schools is part of the appeal for a lot of supply teachers, but there is often no guarantee of when they will find work next. This can make the job extremely stressful explains Helen: “You spend so much time second guessing, I think it causes anxiety. The big thing is the uncertainty. It isn’t easy from a security point of view, but I never regret doing supply, I love it.” Despite the occasional uncertainty paired with being a supply teacher, the rewards are exceptional – not to mention it is a fantastic way to continue in a profession you adore.

BECOMING A SUPPLY TEACHER

There are many reasons you might want to become a supply teacher: you could be nearing retirement age but not ready to completely leave your job, going back to teaching part-time after having a child, or just want to change things up a bit. Becoming a supply teacher is as simple as registering with an agency or looking for positions from your local authority on jobs sites. Added bonus for freelancers: it is up to you which positions you take up and when. Pack the books, there are students waiting to be taught.

“Inspiration is more important than anything to young people: if I can help them and motivate them then that’s amazing” MORE INFORMATION For more information and advice, visit www.tes.com, www.teachers-uk.co.uk or www.abc-teachers.co.uk

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www.teachersresource.co.uk

08/10/2018 10:27

AUCHENGILLAN Outdoor Centre

Auchengillan Outdoor Centre Stirlingshire G63 9BA www.auchengillan.com 01360 770 256 info@auchengillan.com

Invite a Bank of England speaker to your school We offer free, tailored talks for students (S1-S6) Learn about the economy and what we do

Find out more and apply online at www.bankofengland.co.uk/education/school-visits @BankofEngland #BoESchoolTalks education.programme@bankofengland.co.uk

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05/10/2018 16:47

Ahead of Outdoor Classroom Day on Thursday 1st November, we take a look at the benefits of outdoor learning, and how you too can transport your classroom to the playground

THE POWER OF THE

earning in an outdoor environment has countless advantages, from the promotion of a healthy, active lifestyle, to encouraging a sense of overall well-being. But, as a teacher, the world of outdoor education can be daunting; especially if you don’t have a lot of experience taking pupils outside, or are apprehensive about leading a classroom in an unfamiliar setting. These worries are valid, but there are resources out there to help teachers combat them.

BENEFITS

Besides increased fitness and raised levels of vitamin D, there is significant evidence to show that outdoor learning and play has a positive impact on children. Research shows that spending time in nature develops problem solving, communication and teamwork skills in students. Outdoor education can also increase pupils’ motivation levels and improve overall mood. All of these benefits, combined with the fact that spending time in nature boosts your general health and wellbeing, means that outdoor learning is something that should be promoted in schools across the country. Carley Sefton is the CEO of Learning Through Landscapes, the UK charity dedicated to enhancing outdoor learning and play for children. The organisation provides support and training to schools and teachers, allowing them to increase their confidence in moving their classroom outdoors. “Taking your pupils out to the playground is a great way of teaching them in a more practical environment,” Carley says. “In other countries, for example in Scandinavia, outdoor learning is an integral part of their curriculum. We should be following in their footsteps.” It’s important to remember that 26 Teachers’ Resource

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classroom learning is not always suitable for everyone: there are plenty of pupils who feel inhibited by the curriculum, who would benefit from learning in a more practical environment. The outdoors can have a hugely positive impact on pupils with ADHD or dyslexia, improving concentration and removing the restrictions of learning at a desk. Playing and learning outside has sensory benefits for autistic children too, and is a great way to develop coordination and motor skills. Not only does taking the classroom outdoors have major health benefits, it makes learning more inclusive, and affords each pupil the opportunity to thrive.

CURRICULUM

While it may seem hard at first to transfer your classroom into the outdoor environment, it doesn’t have to be difficult. “Teachers can feel restricted on how to deliver the curriculum, but are masters of thinking on their feet, which goes hand in hand with outdoor learning,” says

PLAYGROUND

Carley. “Going outside with your pupils and seeing the impact it can have on them is a great way of improving teacher confidence, and allows them to put their own twist on the curriculum.” Making outdoor time educational can be one of the biggest hurdles, and can

Going outdoors with Beamish Wild Beamish Wild welcomes school trips, and is the perfect location for schools in Newcastle, Durham, County Durham, Sunderland and the North East of England, who are looking to bring the classroom outdoors. Learning outside the classroom can be one of the highlights of a young person’s school experience. Off-site activities that take a young person away from classroom surroundings will always be exciting. However, adding an extra dimension of personal challenge

through participation in adventurous activities can make the experience particularly memorable, rewarding and enjoyable. There’s a high probability that the learning that takes place outdoors will be life-long. All packages are tailored to each visit to ensure each class’ requirements for the educational visit are fulfilled. To book an outdoor adventure school trip, visit www.beamishwild.co.uk or call 01207 233 733.

www.teachersresource.co.uk

08/10/2018 10:27

IN THE CLASSROOM

“The fact that being outdoors has mental health benefits is undisputable, so why wouldn’t we take our kids outside?”

often be what dissuades teachers from pursuing outdoor learning. However, there are resources online that can assist with this, and organisations such as Learning Through Landscapes are at the forefront, ensuring every child gets the opportunity to express themselves outdoors. “There are plenty of ways to make outdoor time educational,” Carley advises. “The playground is a great place to teach about velocity, space and movement; ask your pupils to find short, long, soft, hard items and to describe the objects to a partner. This develops their language skills. As they get older, introduce more mathematical language, or ask them to describe in a different language. These are just a few of the ways teachers can make out-of-class time educational.”

MENTAL HEALTH

It’s well-documented that nature is a great stress-reliever, and can help www.teachersresource.co.uk

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reduce anxiety and depression. Serotonin and dopamine, or the “happiness hormones”, are released during rewarding physical activity, so by taking pupils outside, schools could actively be improving their overall levels of happiness. “We are currently experiencing a mental health crisis among young people in this country,” Carley says. “The fact that being outdoors has mental health benefits is undisputable, so why wouldn’t we take our kids outside?” In 2016, Public Health England reported that approximately 695,000 children aged five to 16 have a clinically significant mental health illness in England alone. Calls for innovative ideas to improve mental health levels should not be ignored, especially when something as simple as increasing time spent outdoors could have such a positive impact. “We speak a lot about how outdoor learning benefits pupils, but it can

have a huge impact on teachers, too,” explains Carley. “The time away from the classroom in the outdoor space can even help you enjoy your job more. Don’t be scared of trying something different: if no one else at your school is doing it, that’s great – be a trailblazer. The impact it has on your students can make it all worthwhile.” Having outdoor education facilities on hand to provide advice and encouragement for lesson plans and activities is also a benefit for teachers looking to take their lessons outdoors. Don’t let anything stop you from taking your pupils outside. You never know: the lessons learned through outdoor education could be the lessons that stick with them for the rest of their lives. Head out to the playground and see the results for yourself.

MORE INFORMATION Learning Through Languages www.ltl.org.uk Teachers’ Resource 27

08/10/2018 10:27

Wild days out Learning outside the classroom just got wild Tree top adventure, speedy zip wires, archery and much more! Beamish Hall, Beamish, Co Durham DH9 0YB www.beamishwild.co.uk 01207 288751 info@beamish-hall.co.uk

fake or rEaL?

You can’t do much at outward Bound during thE wintEr Fake! Shorter days do not mean we have less adventure. In fact, winter opens up a whole new world that the summer doesn’t.

Think starry nights, cosy camps and awe-inspiring landscapes. Find out more at www.outwardbound.org.uk/winter. enquiries@outwardbound.org.uk

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01931 740000

WINT FUNDINER AVAILAB G LE @outwardbounduk

08/10/2018 12:12

COMPETITION

WIN A FAMILY TICKET

TO CINDERELLA AND THE LOST SLIPPER T hree Bears Productions returns this THE PRIZE winter with Cinderella and The Lost Slipper. Expect lots of spectacular We have a family ticket surprises with a magical flying horse for four including at least one child to give and carriage, hilarious comedy and away for Cinderella on fabulous sets and costumes. Friday 14 December at Find out what happens when the 6.30pm Prince of York decides to find himself a wife by holding a ball at his castle. A hip fairy godmother comes to Cinderella’s rescue, but her stepsisters have other ideas. One of them is determined to marry the Prince… by any force necessary.

TERMS AND CONDITIONS The prize is non-transferrable and cannot be exchanged for cash or other performances. Prize is a family ticket (for 4 persons including at least 1 child) to Cinderella and The Lost Slipper on Friday 14 December 2018 at 6.30pm at the Grand Opera House York. Transport to and from the theatre is not included. One entry per household. The winner will be chosen at random, entries received after Wednesday 14 November 2018 will not be counted. The publisher’s decision is final.

We’ve teamed up with the Grand Opera House York to give away a family ticket for Cinderella this December. Read on to find out how you could be in with a chance of winning…

HOW TO ENTER

To be in with a chance of winning, simply answer this question: What does Cinderella lose at the ball? a. Her handbag b. Her Cloak c. Her slipper Send your answer along with your name, address, daytime telephone number, and the name of the school in which you work to competitions@ dcpublishing.co.uk with the subject Cinderella. All entries must be received by Wednesday 14 November 2018. Good luck!

WIN TWO TICKETS TO SEE PETER

PAN AT SUNDERLAND EMPIRE

You could be in with the chance of winning a pair of tickets to see Peter Pan at Sunderland Empire theatre

et ready to set sail to Sunderland Empire for this year’s pantomime. Join Peter Pan as he hoists the mainsail and gets ready to fly to Neverland. Along the way he’ll encounter the meanest man in Neverland, Captain Hook, and his right-hand man Mr Smee. The delightful and doting ‘mother’ Mrs Darling will also come along on the Pan-tastic adventure.

HOW TO ENTER

To be in with a chance of winning, simply answer this question: What profession is Captain Hook? a. Pirate b. Pilot c. Plumber Send your answer along with your name, address, daytime telephone number, and the name of the school in which you work to competitions@dcpublishing. co.uk with the subject Peter Pan. All entries must be received by Wednesday 14 November 2018. Good luck!

TERMS AND CONDITIONS The prize is non-transferrable and cannot be exchanged for cash or other performances. Prize is two tickets to Peter Pan on Tuesday 18 December 2018 at 7pm at Sunderland Empire. Transport to and from the theatre is not included. One entry per household. The winner will be chosen at random, entries received after Wednesday 14 November 2018 will not be counted. The publisher’s decision is final.

www.teachersresource.co.uk

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THE PRIZE

We have two tickets to give away for Peter Pan on Tuesday 18 December at 7pm

Teachers’ Resource 29

08/10/2018 10:29

IN THE CLASSROOM

My school days

JILL HALFPENNY Teachers’ educate us from a young age, but they also help young people realise where their true strengths lie. We caught up with Gateshead-born actress Jill Halfpenny to talk about how her time at school impacted her career

What was your favourite part “You get to of school? School plays became know teachers in something that made me a different way and excited to go to school, when the whole school opens I found solace up to you like that you start in that” to socialise more. You get to know teachers in a different way and I found solace in that. We had two really great teachers that put on down with a book and pen and taking the plays and they were really great to notes. She talked to me like a person be around. and often asked for our opinions in I think when you find your passion, lessons. Debate would be a big part of then you find like-minded people, and the class. I realised that this is how I like suddenly you’re all just human beings. to learn, by knowing what people think I was quite an awkward child and quite and hearing their opinions. shy, in school plays I felt the happiest It opened my eyes to the fact that and most free. That creativeness was you can learn in a different way. It my outlet, I started to find out who I allowed me to sort of have this equality was. knowing that you mattered and that they would hear what you had to say, I Did you have a favourite teacher think that’s really important. who helped develop your passion for acting? How has that experience helped you In terms of academic work, I did have a in your career? favourite teacher. I didn’t learn by sitting The creative process is all about

30 Teachers’ Resource

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efore Jill Halfpenny was appearing on our screens in EastEnders, Waterloo Road and a host of other shows, her time was split between attending St Edmund Campion Roman Catholic School and filming episodes of Byker Grove. It was her experience at school that ignited her drive to appear on screen and on the stage.

everyone bringing in their own ideas, knowing how I learn best definitely helped me for the future. I now know the kind of environment I like to be in. It allowed me to have equality and know that I mattered and that people would hear what I had to say. Being connected to the students and teachers in that group gave me a sense of belonging. It gave me a sense of feeling like an individual and that must have been important for me because I craved it. Now I’m about to start working on a project with two 14-yearold boys and their opinion will matter to me just as much as the opinions of adults.

www.teachersresource.co.uk

08/10/2018 10:30

WHEN I GROW UP I WANT TO BE A TEACHER SO I CAN TALK ABOUT DINOSAURS EVERY DAY For professionals in constant demand, we know it’s difficult to find time to consider your retirement aspirations. Wesleyan is dedicated to society’s most trusted professions, offering specialist financial advice throughout your career and into retirement. Visit wesleyan.co.uk/retirement4 or call 0800 072 3142 to discuss your retirement aspirations with a Wesleyan Financial Services Consultant, or to find one of our regional retirement seminars. Financial advice: retirement planning • insurance • investing • funding Advice is provided by Wesleyan Financial Services Ltd. WESLEYAN’ is a trading name of the Wesleyan Group of companies. Wesleyan Financial Services Ltd (Registered in England and Wales No. 1651212) is authorised and regulated by the Financial Conduct Authority and is wholly owned by Wesleyan Assurance Society. Wesleyan Assurance Society is authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority. Incorporated in England and Wales by Private Act of Parliament (No. ZC145). Registered Office: Colmore Circus, Birmingham B4 6AR. Telephone: 0345 351 2352. Fax: 0121 200 2971. Telephone calls may be recorded for monitoring and training purposes.

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25/09/2018 16:47 16:07 05/10/2018

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