Teachers' Resource Spring/Summer 2022

SPRING / SUMMER 2022

www.teachersresource.co.uk

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

SUMMER RETREAT Your chance to recharge before heading back to school

TALKING MONEY Teaching your pupils about the cost of living

YOUR ONLINE IDENTITY

How can you protect your digital persona?

Support for teachers delivering National Qualifications SQA has a wide range of online resources to help you strengthen your understanding of the standards required in SQA assessments.

Tailored for every subject, SQA’s Understanding Standards resources include webinars, audio presentations, practical skills videos, and examples of learner assessment evidence.

To access resources for your subject, visit www.understandingstandards.org.uk

Editor’s Letter Spring/Summer 2022

Say hello to spring and a new issue of Teachers’ Resource Magazine

PUBLISHER Denise Connelly denise@dcpublishing.co.uk

EDITOR Emma Storr emma.storr@dcpublishing.co.uk

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

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

Spring is here and that means it’s almost time for exam season to begin. With the added pressure of getting good results, the need to study and those all-important higher education acceptances, this time can be stressful for both teachers and pupils. This issue is dedicated to aiding your preparation for the months ahead, furthering your teaching and helping you unwind out of the school walls.

After two years of home, blended and school-based learning, young people might have lost essential skills that will aid their future. On page 6 we share tips to help you teach your pupils about communication and how to build these qualities in the classroom. This time hasn’t just been hard on young people: in 2021, the number of teachers in Scotland quitting the professional register rose to a five-year high. We highlight the demands union EIS is making ahead of the Scottish local elections on page 30.

On 26 April exam season begins, read our advice on getting pupils prepared on page 12 and find out how to reduce your own stress and avoid burnout during this time on page 24.

After a tough academic year, you deserve a chance to relax. If a yoga retreat, solo holiday or the chance to make some extra cash this summer sounds good, head to page 28 to decide LIKE , LIKE, what summer escape you’ll choose for the holidays.

LIKE Enjoy all of this and much more inside! What would Never miss out on the latest you like to see in the next issue of Teachers’ Resource? in all things education Let me know by contacting me at by liking our Facebook editor@dcpublishing.co.uk

Emma

page. You can find us at ResourceMagScot

Emma Storr, Editor

EDITOR’S PICKS 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 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

8 CAREER LONG LEARNING

Make the temporary switch from teacher to learner with these CPD courses to aid your professional development.

18 YOUR ONLINE IDENTITY

It’s easier than ever for your pupils to find you online, so it’s time to protect your virtual persona.

26 EXPLORING FOSTERING

The qualities that make you a great teacher could also mean you’re the perfect fit to become a foster carer, long or short-term.

ResourceMagScot

www.teachersresource.co.uk

3

WHAT’S Inside 6

Spring/Summer 2022

14

21 Pupil support 6 THE POWER OF COMMUNICATION

28

Helping pupils to learn skills for life

8

10 USEFUL DATES Get ready to support your pupils on these important dates

14 ON THE CAREER PATH Where can you get information to teach young people about their next steps?

In the classroom 12 EXAM SEASON SUPPORT On 26 April exams season kicks off, it’s time to help pupils prepare

17 TALKING MONEY As the cost of living rises, financial education has never been more important

30 CALLING FOR EDUCATION RECOVERY After more than two years of disruption, how can the sector get back on track?

After hours 18 ONLINE IDENTITY

28 SUMMER ESCAPES

In the age of technology, managing your online persona is key

Take some well-deserved time off and unwind this summer

Professional development

24 PROCESSING STRESS

8 CAREER LONG LEARNING

26 EXPLORING FOSTERING

CPD courses to keep you up to date on the latest practice

4

www.teachersresource.co.uk

Address feelings of stress and avoid burnout You could be the perfect candidate to support a vulnerable young person

Showcase 21 KEEPING SAFE AT SCHOOL We go behind the scenes with the Keep Safe Ambassadors Programme

The

Gaelic Language Learning resource for schools.

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

There is a Teacher Training Course available.

Contact: oifis@storlann.co.uk

www.go-gaelic.scot elic.s ot

The power of

COMMUNICATION Young people spend the majority of their teenage years in school, learning new skills and gaining knowledge. As someone they see every week, you can help pupils to develop essential communication skills for life 6

www.teachersresource.co.uk

PUPIL SUPPORT

A

fter a difficult two years without regular opportunities for work experience, extracurriculars and in-person group projects, young people might have lost some of their essential social and emotional skills. This is expected after utilising FaceTime, Zoom and texts to communicate with peers and teachers, but without support the loss of these qualities could have a negative impact on young people’s next steps.

No matter what subject you teach or how often you see individual pupils, you can utilise your time in class to help them rebuild key soft skills like language; interview techniques; organisation; time-management; listening; public speaking. All of these go towards building pupils’ confidence and self-esteem, and will help them whether they plan to move on to higher education, enter the world of work or take a gap year once their school days are over.

The first step to finding the best method of supporting your classes is asking for their opinion: find out what they’re struggling with and where they would like to improve. Always ask open questions that are hard to answer with a simple yes or no, allowing young people to explain how they’re feeling and why. You’ll also be able to make your own observations during lessons.

INTRODUCTIONS Your pupils have probably known each other for years, they might even be friends from primary school or earlier, but getting them to re-introduce themselves to the class is a great way to improve public speaking and listening skills. Instead of asking them to share one fun fact about themselves, they could reveal a new hobby that they picked up during the pandemic or a social media trend they took part in during this time. Making activities about their interests will see pupils opening up more.

STUDY GROUPS Exam season presents more than added pressure and stress: it’s a chance for pupils to collaborate while they study. Small study groups with quizzes, questions to answer collectively, the chance to present on a topic or simply

“Making activities about their interests will see pupils opening up more” a discussion about a particular subject can be extremely beneficial in improving communication skills.

Doing this in small groups gives the chance to work on making eye contact, listening to others, public speaking, as well as coping well under pressure. This can also work well using a debate format which encourages open conversation between pupils.

PEER MENTORING Receiving constructive feedback can be difficult to handle and is often perceived as criticism or rejection. As young people prepare to head to higher education and the workplace, this is something they will experience. Good interpersonal skills can make it easier to process.

Peer mentoring is a great way to have pupils receive constructive feedback from someone at their own level, making it less scary when this comes from a senior figure.

HOMEWORK It’s time to set some homework, but not the type that you or your pupils are used to. Give your class a task to complete outside of school where they have to push their communication boundaries. This could be as simple as going to a regular checkout instead of using the self-service machines in the supermarket or calling to make a GP or dentist appointment themselves, it could be something bigger like starting a conversation with someone they don’t know in the dinner hall or starting to volunteer. Once they have completed their task, ask pupils to tell the class how it went, what they struggled with and what they learnt in the process. You could get creative and think of a challenging task that centres around the subject you teach.

Resources Out of the classroom, there’s a host of ways that young people can continue to build on these skills. Online courses are a great way for pupils to make progress at their own pace.

EtonX, delivered by Eton College, provide a selection of communication skills and social and emotional skills courses online to be completed within the school day. These courses can be completed virtually with a tutor group or via selfstudy, with topics including: verbal communication; resilience; making an impact; public speaking. Each course is designed to be completed by high school pupils either coming together for live online classes, or by studying independently before meeting other pupils for in-school workshops. Find out if this is the right option for your school at www.etonx.com Youth Employment UK have a range of resources for pupils centred around building communication skills.

These stress the importance of communication in life and work, and include videos, articles, tips and access to the organisation’s free Young Professional training.

Direct your pupils to www. youthemployment.org.uk to help them learn.

Psychologist Michelle Skeen has a range of seven books, all designed to enhance relationships. One of these is Communication Skills for Teens, focussed on how to become a better communicator through active listening; assertiveness; language; interviewing skills; family communication and more.

Broken down into different chapters, this textbook-style resource provides easy-todigest guidance. Your pupils can purchase their own copy through Amazon (www. amazon.co.uk) or you could add a copy to the school library.

www.teachersresource.co.uk

7

PROFESSIONAL DEVELOPMENT

Advance your teaching and stay up to date with the latest practices using CPD courses

Career long

LEARNING Set goals: creativity for inclusion and inclusion for creativity

Blended learning essentials for vocational education and training

Seasons for growth

Online via Zoom 21, 28 April, 5 May www.strath.ac.uk

Online, self-paced www.futurelearn.com

This two-day course from Glasgow University’s School of Education can be commissioned by schools or local authorities and is best fit for staff interested in grief education. The programme will explore psychology and education, equipping education staff with the knowledge and skills to run Seasons for Growth peer support groups in their own schools.

Seasons for Growth is a loss and grief education programme for young people aged six to 18 years, based on the belief that grief is a normal and valuable part of life.

This three-day course aims to support teachers in understanding the role that music and art play in human thinking.

Participants will be taught how to create an inclusive learning space where children’s voices and creativity are supported. This course will teach practical skills and techniques in music and art that can be used across all disciplines to aid children’s natural curiosity, creativity and expression.

Build on the technology skills you have gained throughout home learning with this CPD course on blended learning essentials. On the course you will learn key skills around blended learning; teaching online; advancing pupils’ digital skills; creating a virtual learning environment; content creation and vocational training. By teaching pupils digital skills, you are helping them with not only their learning but their employability once they leave school.

Two-day course www.gla.ac.uk

Teaching climate change Online, self-paced www.stem.org.uk Available to start from 9 May, this self-paced, online course has been developed in partnership with the European Space Education Resource

8

www.teachersresource.co.uk

Office in the UK and Ireland to introduce the topic of climate change to the classroom. During the course you’ll explore the difference between weather and climate, and how climate is affected by earth processes and human factors. Teachers who

undertake this course will be able to better support pupils with climate change projects by looking at what makes a good research question, analysis and identifying data, and how to organise and communicate findings using scientific terminology.

Course Notes & Student Books Comprehensive course coverage

From £15.99

Practice Workbooks Practice questions on every topic with a practice paper

£6.99

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

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PUPIL SUPPORT

USEFUL DATES Support pupils and plan ahead with our helpful calendar

APRIL 18

JUNE 1

19 26

2-3

EASTER MONDAY Take some time to relax with family and friends before this year’s exam diet begins later in April.

BACK TO SCHOOL Get organised to meet your pupils back in the classroom.

END OF SQA EXAM TIMETABLE

Help pupils celebrate the end of their exams. It’s almost time for the summer holidays.

PLATINUM JUBILEE HOLIDAY

START OF SQA EXAM TIMETABLE

Platinum Jubilee holiday to mark the Queen’s 70 years as a British Monarch.

It’s time to support pupils as they begin the exam diet for 2022.

24-30

SCHOOL’S OUT FOR SUMMER

MAY 2

MAY DAY HOLIDAY We’re keeping our fingers crossed for sunshine this May bank holiday.

5

IN SERVICE DAY An in service day to coincide with the Scottish local government elections.

Enjoy some well-deserved time off and get inspired on how to fill your holidays on page 28.

AUGUST 9 SQA EXAM RESULTS DAY

The day is finally here for pupils to find out how they did in their exams and how that effects their next steps.

15-16

IN SERVICE DAYS

Always k ec double chs for term datencil the cou in you live

10

Head to work and get ready to start a new school year.

17

BACK TO SCHOOL The new school year is here bringing new classes, new pupils and new opportunities.

Road Safety Learning within Curriculum for Excellence (CfE) Despite the good progress made over the years, the road environment still represents one of the highest causes of accidental death to Scotland’s young people. It is important, therefore, to maintain the excellent road safety support that already exists in schools and communities.

Your Call (S1-S3) targets that ‘at risk’ age group with a range of interactive activities which explore risk-taking, decision making, personal safety, pre-driver attitudes and peer pressure.

It embraces a learning style that is fundamental to CfE and provides teachers with flexible lesson plans that support the experiences and outcomes.

Pupils are actively encouraged to discuss and share experiences, reflect and challenge their own behaviour, with a view to taking responsibility for their own safety and that of others. The resource focuses on relevant issues for the 11-14 age group, including two feature films which explore the impact a road accident can have on young lives – one from a pedestrian perspective for younger pupils and, for older pupils, with a passenger theme. It has mobile compatibility and can be used by both teachers and students using a tablet or mobile phone.

Road Safety Scotland have developed two free road safety learning resources specifically for secondary school pupils, and linked to CfE. Both online resources aim to engage young people in developing road skills to promote good peer influence, and provide strategies to help them to look after themselves and others in the road environment.

Crash Magnets (S4-S6) is aimed to help shape young people’s opinions and attitudes to issues such as speeding, drink driving, driver distraction, drug driving and in-car safety.

The online activities are combined with DVD clips of other young people sharing experiences, with the aim being to encourage students to feel confident about expressing themselves in class about their own opinions and experiences.

It seeks to engage them in the importance of positive attitudes and behaviours before they get behind the wheel of a car. The resource acknowledges that, at their age, driving a car has great benefits in developing independence and for some, defines them as an adult. However, this must be balanced with an understanding of the dangers of behaving irresponsibly at the wheel.

Although activities are geared towards certain year groups, they are not prescriptive and allow for flexibility.

You can find out more about these resources at

www.roadsafety.scot/learning

IN THE CLASSROOM

EXAM SEASON SUPPORT Exam season is fast approaching and it’s time to support pupils in their studies

A

s exam season gets closer, your students may be experiencing higher levels of stress or anxiety, both in and out of the classroom. This can also lead to greater stress for you as a teacher if you are worried about your students’ mental health, results or ensuring students have the right knowledge after a school year of mixed learning methods.

FOR STUDENTS

Your school or department should have a plan in place to ensure there is extra support for pupils in the lead up to exam season, but if they don’t, there’s plenty of ways you can offer a helping hand.

If you’re already caught up on the curriculum covered in upcoming exams, dedicate your lessons to recapping topics, answering pupils’ questions as you go. Utilising time at the end of the school day that would normally be dedicated to marking or lesson plans can give you the chance 12 www.teachersresource.co.uk

to run revision sessions or small study groups. You could even offer one-to-one sessions for young people who need some extra support ahead of their exams, this can be especially helpful for pupils who missed lessons due to caring responsibilities or illness throughout the last year.

FOR TEACHERS

While exam season is often a stressful time for pupils, it can be tough for teachers, too. After spending all year teaching classes, the loss of control you have when your students begin exam season can be hard to cope with.

“It’s important to make time for yourself during exam season”

We know it’s a tough time in the term, especially if you feel additional pressure for your pupils to achieve outstanding results, but there are ways to cope. Voicing your concerns to another member of staff can be a great place to start.

It’s important to make time for yourself during exam season: during an extremely busy time lots of teachers find themselves with little work-life balance which can heighten your worries. It’s normal to feel anxious about your pupils’ upcoming exams and results, but all of your work has led up to this point and as soon as they step into the exam hall, it’s out of your hands. Take comfort knowing that you’ve taught them to the best of your ability and remember to wish your pupils good luck before the big day.

If you’re feeling anxious this exam period, call the Education Support Partnership hotline for advice and support on 08000 562 561, or via live chat at www.educationsupport.org.uk

Widening Participation in Veterinary Medicine at the

UNIVERSITY OF EDINBURGH The widening participation agenda in higher education has been in place for decades.

Widening participation aims to address discrepancies in the take-up of higher education opportunities between different under-represented groups of students.

Students from disadvantaged backgrounds, lower income households and other under-represented groups may face many barriers to entry to higher education. Widening participation schemes attempt to remove these barriers and improve access to education, progress within higher education and to improve graduate outcomes and employability.

THE TEAM Our team at the University of Edinburgh’s Royal (Dick) School of Veterinary Studies combines passion, creativity and innovation, to inspire young minds and maximise their potential through unique opportunities both in school and on campus. Our work spans many geographical reaches, supporting young people and their parents/carers to make

informed decisions on a local, regional and national level.

OUR EVENTS

We run a wide range of events and activities for young people aged between 9 and 19, targeted at state school educated students, students who would be the first in their family to attend university, students from low socioeconomic backgrounds and students who come from neighbourhoods where there is low progression to higher education.

OUR PROGRAMMES

Our programmes ensure that prospective vet students are well prepared for their transition to university. Participants gain 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.

FURTHER INFORMATION For further information on widening participation programmes at the University of Edinburgh, visit our website: www.ed.ac.uk/student-recruitment/ widening-participation/projects To discuss how your school can work with us to help students access higher education, please contact our admissions team by email vetug@ed.ac.uk

On the

CAREER PATH Over your career as a teacher you’ll get to play many roles: educator; supporter; role model; friend. One of these is likely to be careers adviser

E

ven if your school has someone dedicated to offering careers advice, pupils will go to the people they trust the most when they’re worried about their next steps. With a deep understanding of each young person’s best qualities and how they learn, you’re already in a great place to offer advice on their next steps. If you want to offer more support, there’s plenty of resources to help.

TEACHER EXPERIENCE

Was your path into teaching straightforward or did it take some unexpected twists and turns? It’s great to remind pupils that there’s no wrong path to their chosen career by sharing your own and other teachers’ experiences. You might even learn something new about your colleagues’ path in the process.

This is a great chance to utilise any student teachers currently in your school on placement. Being closer in age, your pupils might find their experiences easier to relate to, leading them to ask more questions or voice concerns.

“It’s great to remind pupils that there’s no wrong path to their chosen career” 14 www.teachersresource.co.uk

SKILLS DEVELOPMENT SCOTLAND

www.skillsdevelopmentscotland.co.uk

Skills Development Scotland (SDS) careers advisers work in partnership with every state secondary school in Scotland to deliver career guidance to young people. If you don’t already know them, introduce yourself to the adviser working with your school: they should be your first point of contact if you have a pupil who is unsure about their next steps and needs specialist support. Along with careers advisers, SDS have a host

of online resources to help inform young people on different jobs and apprenticeships.

The organisation runs other helpful careers websites including: My World of Work (www. myworldofwork.co.uk) which guides young people from school to their future career; Apprenticeships.scot (www.apprenticeships.scot) which lists current apprenticeship vacancies and information; Our Skillsforce (www.ourskillsforce.co.uk), helping employers to locate and access local support.

Pupils can call the SDS helpline Monday to Friday on 0800 917 8000

PUPIL SUPPORT

PROSPECTS

www.prospects.ac.uk

Prospects is many schools’ go to source of information if young people are looking for extra advice on higher education, but the graduate careers website also has great resources for pupils who don’t want to pursue university before they start work.

With information on jobs; work experience; employers; job sectors; working abroad; apprenticeships and more, this a great place to direct your pupils to or to advance your own knowledge.

JOB BOARDS

These days, job boards offer more than listings of the latest opportunities. S1Jobs (www.s1jobs. com) has a section of their website dedicated to career guides. These can be sent to individual pupils or you could share them in front of a whole class. The helpful resource features information on a range of topics from answering tricky interview questions to writing a good cover letter.

YOUTH EMPLOYMENT UK www.youthemployment.org.uk

This independent social enterprise was founded in 2012 to tackle youth unemployment and is actively combatting the issue in many ways, partly by supporting young people with the skills and careers support they need to progress after school. The organisation’s skills and development hub is suitable for 14 to 24-year-olds and has been designed with input from young people. Here, your pupils can find careers inspiration, skills development courses, peer to peer content and more.

PRINCES TRUST www.princes-trust.org.uk

Did you know you can refer a young person to the Princes Trust? The charity runs a range of programmes to help them reach their potential and find a future career. This includes a host of online employability courses

for over 16s, covering everything from improving your CV and interview techniques to where to start the job search. All support, training and advice from the Princes Trust is available for free with online courses presented in easy-to-follow modules.

CAREER READY www.careerready.org.uk

Social mobility charity Career Ready has a network of educators, employers and young people, working together to create more career opportunities. The organisation provides structured careers programmes that can be delivered in schools, formulated by their network of 3,300 volunteers from local and national employers across all industries.

Already working with 400 schools and colleges throughout the UK, 98 per cent of Career Ready students have gone on to positive destinations and 98 per cent of teachers say that their Career Starter sessions have enhanced prior learning. www.teachersresource.co.uk 15

A financial friend whether you spend a little or save a lot Scotwest.members

@ScotwestCU

Scotwest Credit Union is a member-owned not for profit offering fair and ethical finance available to anyone living or working in the west of Scotland This includes: Argyll & Bute, East Ayrshire, East Dunbartonshire, East Renfrewshire, Glasgow, Inverclyde, North Ayrshire, North Lanarkshire, Renfrewshire, South Ayrshire, South Lanarkshire and West Dunbartonshire.

Authorised by the Prudential Regulation Authority and regulated by the Financial Conduct Authority and the Prudential Regulation Authority (FRN 213616)

0141 227 2390 scotwest.co.uk

IN THE CLASSROOM

TALKING MONEY With the cost of living continually rising, it’s a good time to brush up on your money knowledge to benefit both you and your pupils

T

he idea of teaching your pupils about finances can seem overwhelming and you might not know where to start. Equipping young people with money knowledge will set them up for life and you aren’t alone in this process: there’s a host of resources that can help you bring these lessons into the classroom.

From government organisations to banks, there’s plenty of ways to gather information on money to help students. Both Barclays (www. barclays.co.uk) and Money Helper (www.moneyhelper.org.uk) have easyto-understand resources suitable for teenagers which could form the basis of these lessons.

WORKSHEETS Along with the wealth of information and advice on the Money Saving Expert website, the resource from financial journalist Martin Lewis includes a Teen Cash Class PDF. The teacher activity sheets are suitable for 14 to 16-year-old pupils and were created in collaboration with the Personal Finance Education Group.

The contents cover being savvy with money, being savvy about debt, being a savvy shopper and doing a money makeover. Each section has an activity, discussion points and an exercise for pupils.

GAMES AND ACTIVITIES Leading lessons on money and the cost of living doesn’t have to be boring: there’s plenty of ways to get creative with your teaching to ensure you grab your pupils’ attention.

Go old school and use the PayDay board game to teach young people about everyday costs. Each step of the game features real-life expenses like rent and bills, challenging players to get to pay day without losing all of their money.

Along with providing information, banks like NatWest also have free financial education programmes to add fun into money lessons. The MoneySense (natwest.mymoneysense. com) resource has activities and games to help teach five to 18-year-olds about money both in the home and in schools. The site has a specific section for teachers, allowing you to select the age group you’re working with. This lets you access lesson plans, topic maps and gives you the chance to book a virtual classroom workshop with a bank employee volunteer.

The Shady Sam loan shark game (www.shadysam.com) uses US dollars, but the concept of the game is a great way to put young people in control to learn about the consequences of high interest rates and pay day loans.

The player takes on the role of a loan shark in a computer game, aiming to choose the worst deals for people who need money. The game then gives tips to show participants how they can be caught out or tricked by the schemes in real life.

To find additional resources around money, visit www.moneysavingexpert. com or www.moneyhelper.org.uk www.teachersresource.co.uk 17

YOUR ONLINE IDENTITY

In 2022 it’s easier than ever for pupils to find you online and incidents of online harassment are rising. It’s time to protect your digital persona

I

t is thought that people in the UK spend an average of 110 minutes a day on social media platforms. For video sharing app TikTok, four to 15-year-olds are estimated to spend 75 minutes each day on this platform alone. With a heavy reliance on technology over the last two years, concerns around online abuse remain high and union NASUWT (www.nasuwt.org.uk) have noted increasing enquires related to the online harassment of teachers.

If you have experienced this you 18 www.teachersresource.co.uk

aren’t alone: the UK Safer Internet Centre Public Report for 2021 highlighted that 82 per cent of calls to the organisation’s Professionals Online Safety Helpline were made by teachers, with 78 per cent of them related to ‘online reputation’ issues.

The helpline’s work in 2021 included collaborating with TikTok to remove online videos and fake accounts targeting schools and individual teachers throughout the UK after a viral trend circulated cruel content.

COMBAT The high volume of teachers witnessing and experiencing online abuse and harassment is a cause for concern and it’s important to report anything you see. Your school should have procedures in place that allow you to report incidents or register complaints relating to pupils or parents. Your employer should take this seriously and if necessary, reports should be escalated to the police. Unfortunately, a lot of online abuse isn’t considered illegal, but there are still ways to combat this.

AFTER HOURS

SETTINGS

The first step to online safety is ensuring your privacy settings are up to date. You’ve probably done this in the past, but social networks are constantly updating their rules and services: scheduling in monthly or quarterly reviews of your privacy settings can ensure there isn’t any slips.

How much you share publicly is up to you, but we would recommend making your profiles completely private. Simple changes like removing the city where you live or your place of work from your bio and about information can make it much harder for pupils to find you online. You could also consider changing your profile pictures so that they don’t include you, making it harder for you to be identified.

IMAGES

Have you ever carried out a reverse image search? Your pupils probably know how to. This Google Images feature lets you upload an image to find where else it or similar photos are featured on the internet. Tools like this highlight the importance of keeping your professional and private life separate in the digital world.

Try to ensure you or your school don’t use images of you that are featured on your personal social media accounts. Consider this if your school has a meet the team page on its website, if you use sites like LinkedIn, or if you have a profile picture to help your pupils find you on resources like Glow. If you’ve used the same photos personally and professionally in the past you can still change them, but they might continue to appear in searches.

YOUR NETWORK

“If you are the victim of online abuse or harassment there is dedicated help available” Schools can make this process simpler by installing the Report Harmful Content Button on their website. Available to download free from SWGfL (www.swgfl.org.uk), the button helps users report legal but harmful content more easily.

If you feel your school aren’t taking reports seriously, speak to your union, or in cases where you feel the abuse is illegal or extremely damaging, go directly to the police. Although cases are rising, there’s plenty of ways to make your online presence more secure.

Making a conscious effort to protect your privacy online will go a long way, but remember to discuss your choices with your wider network. This should include any other teachers you are friends with outside of the school walls. Your friends and family might not be as privacy conscious as you: asking people not to tag you in pictures

from social occasions or holidays can reduce the risk of pupils finding your social media through other public profiles.

The same goes for your location.

Next time you’re out for brunch or want to share your summer holiday snaps, avoid using geotags to show where you have visited.

NAME CHANGE If you’re new to the profession and know other teachers in your personal life, it’s likely that you’ve seen their names change on sites like Facebook in the past. Simply changing your name is a great way to avoid appearing in online searches, but you can make this even more effective by switching the email address linked to your accounts to ensure it doesn’t contain any personal information. Changing your name can help you avoid unwanted

friend requests from pupils and parents, and can reduce the chances that profiles are created to impersonate you using your images and information.

No matter what measures you have in place currently, always double check your privacy settings and see how you can make your online profiles more secure. And remember, if you are the victim of online abuse or harassment there is dedicated help available.

If you are experiencing online abuse or harassment, report this to your school or the police if necessary, or contact the UK Safer Internet Centre Professionals Online Safety Helpline by calling 0344 381 4772 or emailing helpline@saferinternet.org.uk www.teachersresource.co.uk 19

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

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

For more details, just visit cambridgeinternational.org/examiners

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06/01/2020 15:00

SHOWCASE

KEEPING SAFE AT SCHOOL The number of hate crimes committed across the UK is continually rising, but with early intervention and education for young people, one project is helping the next generation to break this cycle

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rom 2020-2021 the number of charges containing at least one element of hate crime in Scotland rose to 5,525. Hate crimes of all kinds are inexcusable, but those relating to disability often go unreported.

In 2012, Carol Burt, a project manager at I Am Me Scotland, watched a programme that told Gemma Hayter’s story. Gemma, who had learning difficulties, was 27 when she was murdered by a group of people she thought were her friends.

Carol wanted to prevent incidents like this from happening in the future and began collaborating with police officers in her local area of Renfrewshire.

Working with Police Scotland and the Crown Office, I Am Me launched an initiative to educate young people in the area.

KEEP SAFE “There was nothing at that time, when people said hate crime you

automatically thought of race hate, so myself and a police officer set up some focus groups to find out if these things were happening locally,” remembers Carol. “The stories we were told were pretty horrific.”

Often, disability hate crime begins as name calling but then escalates into a more serious situation. These incidents repeatedly go unreported due to fear that victims won’t be believed or taken seriously.

“There are words that young people use as a joke and don’t realise the impact they can have,” emphasises Carol.“Bullying and hate crimes are really similar, it’s targeting people physically or verbally. It can happen within the school and be classed as bullying, but if that happens out in the community it’s classed as a hate crime.”

Carol and the team at I Am Me developed the Keep Safe Initiative, first identifying safe spaces in the local community where people could go if they felt unsafe or vulnerable. They

then began working on an awareness programme to train young people on disabilities and the consequences of committing a hate crime.

PROGRAMME “We realised there was actually two sides, we had to raise awareness with the police of what a disability is and make it more accessible for people to report, but we also needed to raise awareness within the community of what disability hate crime is, particularly with young people,” reveals Carol.

A new online resource and the Keep Safe Ambassadors Programme was launched, teaching young people in schools about different disabilities including hidden disabilities, hate crimes, bystander impact and safe ways to report a hate crime.

“Behaviours that young people might not see as serious can be, and can actually have an impact on the rest of their lives,” explains Carol.“A hate crime www.teachersresource.co.uk 21

SHOWCASE can end with a criminal record which can then restrict their opportunities in the future.”

ACCESS Secondary schools throughout Scotland can now access a free online platform filled with resources covering the five strands of hate crime and the criminal justice system.

“For the Keep Safe Ambassadors Programme we have a police officer in every division: we have 100 police officers trained to deliver the programme in different areas throughout Scotland,” states Carol.

“It started in Renfrewshire and we now have over 900 safe places across Scotland, a thousand ambassadors and a full education programme that goes from nursery school all the way through to secondary school.”

On the programme, young people receive a full day of training which equips them to recognise, understand and report hate crimes in their school and the wider community, but it can also be beneficial for teachers.

“The teachers normally stay for the programme so that they can continue those discussions both in and out with class,” offers Carol.

“If that happens out in the community it’s classed as a hate crime”

22 www.teachersresource.co.uk

APP Utilising the online resource, teachers can start these conversations in the classroom. The organisation has also developed an app to make it easier for young people to safely report incidents.

This also signposts to national organisations that can offer further support.

“In Renfrewshire we’ve worked with young people to develop the Safe Kids App. It works with schools and provides young people the opportunity to make a report anonymously if they want to,” reveals Carol.“A lot of young people said they didn’t report bullying because they didn’t want to be a grass or snake, they were scared that things might turn and they would be the target.

“The app enables them to make a report at a time where they feel safe or supported to do so.”

The chance for pupils and the wider school community to make reports anonymously can give schools the chance to implement early intervention strategies and prevent more serious problems in the future. Through a combination of resources and training, I Am Me’s Keep Safe Programme can educate young people on hate crimes and make Scotland’s schools a more welcoming place.

Find out more about the Keep Safe Ambassadors Programme and I Am Me at www.iammescotland.co.uk

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AFTER HOURS

Stress, anxiety or feeling overwhelmed are all normal emotions, but when they begin to take over your day-to-day life, they can become a barrier

Processing STRESS C

onversations around mental health are continually growing and it is now recognised as an equally important counterpart to physical health, but for teachers, a lack of resources and solutions to the issues causing bad mental health can have detrimental effects on the profession.

These issues have been exacerbated over the last two years which brought constant changes for both pupils and education staff.

The Wellbeing at Work Survey 2021 by teachers’ union NASUWT (www. nasuwt.org.uk) found that nine in 10 teachers have experienced more workrelated stress in the last 12 months, and 52 per cent of the 11,857 teachers who responded reported that workload has been the main factor for increased work-related stress.

Unaddressed, mental health problems can make it feel like the world is crumbling around you, that’s why it’s so important to know how to address these feelings and when to seek support.

BALANCE Concerns around teachers’ workload have increased year on year, with 24 www.teachersresource.co.uk

many unions campaigning for more action to tackle the problem. The need for remote and blended learning has added to this issue and in some cases made achieving a work-life balance feel impossible.

A healthy work-life balance can seem difficult to achieve, especially with little time to mark work, lesson plan and support pupils outside of class time, but it is key to reducing high levels of stress. Social time with friends and family, sleep and exercise will all impact how you’re feeling and in turn, your work.

If you are struggling to cope with your workload, speak to other teachers about their situation and whether this is a common issue at your school.

“Stress can start to affect every area of your life, including your interactions with pupils”

Going to your department head or head teacher as a group could insight greater change.

MECHANISMS In order to stay happy and healthy both in and out of work, it is important to have coping mechanisms in place for when feelings of stress become overwhelming. Without these, stress can start to affect every area of your life, including your interactions with pupils.

Maintaining a balance between your personal and professional life, and ensuring you have interests that bring you joy outside of the school walls, can help.

Although this is the case, more resources and support for all education staff is necessary. Until this happens, be open with colleagues and other people in the chain of command about how you are feeling and what can be done to help, or reach out to your GP if you feel that you need further support.

If you are feeling high levels of stress talk to the Samaritans (www. samaritans.org) on 116 123 or visit www.mentalhealth.org.uk for advice.

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AFTER HOURS

Exploring

FOSTERING Thanks to your career, qualities like empathy and understanding are ingrained in your personality, but these could also make you a great foster carer

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“There is a wealth of support available from the first day of your journey”

s a teacher, you already have many of the skills necessary to be a successful foster carer. Every day, foster carers dedicate their time to helping children who can’t currently live with their biological families, allowing them to have a positive and fulfilled life.

There is always a need for new foster carers and there are more ways to get can read between the lines to fully involved than you might realise. understand why it is happening.

This May, Foster Care Fortnight, This same understanding gives run by The Fostering Network (www. teachers the ability to advocate thefosteringnetwork.org.uk), will take for what a child wants or needs in place to raise the profile of fostering challenging situations. If you thrive and showcase how important foster on helping children to expand their carers are. The campaign highlights knowledge and skills in the classroom, the passion and dedication of foster becoming a foster carer can bring carers, sharing people’s personal this joy into your personal life, experiences to give you a too. real idea of what the role entails.

Foster Care

EXPERIENCE

Fortnight takes place from 9-22 May

With prior training and experience with children and young people, teachers already have the skills that fostering agencies are looking for. Being placed with the right foster family can change a child’s life for the better: where their behaviour might be perceived as difficult by someone who doesn’t have certain skills, teachers

26

PROCESS

Becoming a foster carer isn’t a quick process, but it is a worthwhile one. If you are 21 or over, have a spare room and the time to help a child or young person, you can apply to become a foster carer.

Your gender, relationship status, sexual preference and race do not affect your eligibility to foster.

Agencies are interested in your

personal situation, health and hobbies, helping them to find the right fit for both you and the young person.

After applying to become a foster carer, the assessment process begins to ensure you are making the right decision. Becoming a foster carer can change your life for the better, but it is important to consider how this will fit in with your family life and career.

If you don’t have the capacity to care for a child full-time, you could foster short-term for small breaks like weekends or school holidays, or provide emergency care. Normally fostering agencies ask that you can care for a child for a minimum of one weekend a month.

If you are approved to be a foster carer, there is a wealth of support available from the first day of your journey and it doesn’t stop once a child is in your care. By becoming a foster carer you can help children and young people flourish in everyday life, not just within the school walls.

Find out more about fostering from Barnardo’s (www.barnardos.org.uk), Action for Children (www.actionforchildren.org. uk) or visit the Scottish Government website (www.gov.scot).

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SUMMER

Escapes

Whether you want to volunteer, make some extra cash, travel or unwind close to home, find the perfect way to fill your summer

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he summer holidays are almost in reach and it’s time to get creative about how to spend your six weeks off, especially after two years of restricted travel.

From staycations to retreats and trips further afield, you could try something new, give back or simply relax with a sunny getaway.

THE SUMMER GAP With almost two months to fill this summer, your time off could be the perfect opportunity to pursue something you’ve always wanted to do, all while getting some sun.

Whether you want to volunteer or teach abroad for some extra cash, there’s a mini gap to suit everyone.

You don’t have to plan your next adventure alone, organisations like Oyster Worldwide (www. oysterworldwide.com) specialise in this type of break and can help

you to search for opportunities that last from one week up to a whole year. Operating in 25 countries, the company tailors your break to the type of project you want to pursue, where you want to go and for how long you want to travel. These flexible measures make it a great fit for teachers.

After six weeks using your skills in the sun, you’ll feel refreshed before heading back to school.

RETREAT Feeling stressed after another school year? Say goodbye to exam season and get a chance to unwind at a wellness retreat.

Head to the Lake District to stay in a cosy cottage or a stately home and take part in days of hiking, vegetarian meals and yoga with Yoga Hikes (www.yogahikes. co.uk). If you love the idea of camping but outdoor holiday planning isn’t your forte, Wandering Wild (www. wanderingwild.co.uk) can help: 28 www.teachersresource.co.uk

the organisation hosts mindful wild camping and walking retreats in Dartmoor National Park, providing everything you will need for a successful holiday on arrival from a tent to snacks.

Switching off from the business of everyday life can be the best part of a holiday. Go on a digital detox in Essex with Glass House Retreats (www. glasshouseretreat.co.uk) and unwind before the return to the classroom.

AFTER HOURS

STAYCATION If you’d rather stay closer to home or go on some short trips with friends or family, a staycation could be the perfect option. You might not get the same tan you would in Greece or Spain, but the UK has plenty of beauty spots to visit that will make you feel like you’re abroad.

If you love getting outside in nature, The Outdoor Guide (www.theoutdoorguide. co.uk) is a great resource to find walks in your local area and further afield. You could even use the resource’s

information to plan a full walking holiday with information on stays and pitstops, from historical sites to the best places to rest with a cuppa.

When looking for inspiration and new places to go, the National Trust (www. nationaltrust.org.uk), Visit Scotland (www.visitscotland. com), Visit England (www. visitengland.com), and Visit Wales (www.visitwales.com) all offer information, advice and ideas to get you excited for your next getaway.

SOLO TRAVEL Travelling alone doesn’t have to mean hostels and watching sunsets solo. Jetting off with a group of other travellers is the perfect way to make sure you have an exciting but safe holiday. You might even make some new friends while you’re away.

If your friends and family don’t have the same time off as you, or you just want to go on a solo escape and experience something new, travelling alone doesn’t have to be scary. There’s plenty of companies ready to help you plan an exciting trip.

From city breaks to skiing holidays and cruises, Solos Holidays (www. solosholidays.co.uk) can help you visit more than 60 countries around the world. When booking through a company like this, you’ll benefit from the knowledge of a tour manager and a pre-arranged itinerary, meaning you don’t have to dedicate extra time at home to planning.

If you would rather set off by yourself and meet fellow travellers along the way but a hostel isn’t your scene, why not book into a poshtel?

These are the trendier sister of a classic hostel and include most of the perks you’d find at a hotel, just without the price tag. They can be booked

through regular accommodation sites like Booking.com.

Some companies, including Intrepid Travel (www.intrepidtravel. com) provide discounted rates for teachers, making getting away even easier. The company takes the logistics and planning out of your hands, leaving you to get excited about your

upcoming holiday. Take your pick of over 100 countries around the world from Mexico to France and spend your time with a group of 10 like-minded travellers for a social experience.

With three travel styles to choose from – basix, original and comfort – you can find a holiday to suit your budget and taste. www.teachersresource.co.uk 29

PROFESSIONAL DEVELOPMENT

Calling for

EDUCATION RECOVERY

After two years of disruption to education, there are fresh calls for support to help the industry recuperate

E

ducation staff, especially teachers, have been key to the success of measures to combat the coronavirus since March 2020, taking on additional work and switching to a whole different way of teaching overnight.

Before the pandemic began, there were already issues in the sector including inadequate pay, long working hours and the need for more wellbeing support, but these have been exacerbated, leaving the profession and the wider education industry at a turning point. Without action, resignations could rise further.

In 2021 the number of teachers quitting the professional register rose by nearly one quarter, reaching a five-year high. Although this is the case, the number of people joining the profession also rose: in September 2021, there were 53,581 teachers in Scottish schools in comparison to 52,672 in 2020. Now, it is key that change happens to ensure these new entries to the workforce stay.

ACTION Following these concerns and ahead of the Scottish local government elections on 5 May 2022, the country’s largest teaching union has launched a manifesto calling for education investment and a fair deal for teachers.

Formally launched in March 2022

by EIS, the manifesto advises of the need for increased investment and enhanced support for schools, teachers and students to ensure the 30 www.teachersresource.co.uk

vital process of education recovery at this time. It also asks for increased investment in the teacher workforce, including in recruitment, and for a commitment to fair pay for Scotland’s teachers.

SECURITY The manifesto makes seven demands in total with others including stronger efforts towards achieving greater racial and ethnic diversity within the profession, and early implementation

“In 2021 the number of teachers quitting the professional register rose by nearly one quarter”

of reduction in class contact time to 21 hours. The union is challenging all political parties and upcoming local election candidates to make clear commitments to providing this while they campaign for votes.

Security and support for teachers is at the heart of the manifesto, and is necessary to ensure the sector can move forward successfully. Currently, around 10 per cent of teachers are employed on short-term or temporary contracts and teachers are still awaiting a pay settlement for 2021 due to delays by the council body COSLA. EIS believes that collaboration and co-operation between teachers, unions, political parties and the government can create a better Scottish education system.

Find out more about the EIS manifesto at www.eis.org.uk

OCEAN YOUTH TRUST SCOTLAND Inspiring young people through Youth Work on the Waves Ocean Youth Trust Scotland is a floating outdoor education centre and leading youth work charity, working with young people aged 12-25 from across Scotland and the UK. We believe all young people, regardless of circumstance or ability, should have the opportunity to realise their true potential.

We work with young people from a diverse range of backgrounds - from schools, youth groups and young carers, to uniform groups, care experienced or those with additional support needs - providing residential youth work voyages at sea aboard our stunning yachts.

Working with more than 700 young people every year, our five and seven day voyages are inherently safe, however the unpredictable nature of sail training presents real and honest physical, mental and emotional challenges.

Whilst on board, young people build self-confidence, develop problem solving and leadership skills, experience the need for team work, learn domestic tasks, go ashore to explore and improve communication skills.

SQA OYT Scotland is an SQA Centre which means young people can achieve an SQA accredited qualification in a practical, hands on environment.

We offer 9 Core Skills Units at Level 3 in Communication, Numeracy, Problem Solving and Working with Others. We can also deliver the Leadership Award at Level 5 or 6.

The Duke of Edinburgh’s Award OYT Scotland is an Access Organisation which means young people can enroll in the Duke of Edinburgh’s Award while on-board. We offer all elements for Bronze, Silver and Gold Awards.

For more information or to book a voyage for your school group, contact 01475 722 722 or email office@oytscotland.org.uk Registered in Scotland as Charity No. SC029531