Teachers Resource Winter 2016

Teachers’ IN THE CLASSROOM PROFESSIONAL DEVELOPMENT PUPIL SUPPORT AFTER HOURS

WIN

A PICKERING’S GIN GIFT SET

Winter 2016

RESOURCE www.teachersresource.co.uk

THE MISSING PIECE OF THE PUZZLE The important role teachers play in child protection cases

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Winter 2016

LETTER FROM THE EDITOR

www.teachersresource.co.uk

PUBLISHER

Denise Connelly

denise@dcpublishing.co.uk

EDITOR

Lindsay Cochrane

lindsay.cochrane@dcpublishing.co.uk

STAFF WRITER Kirsty McKenzie

kirsty.mckenzie@dcpublishing.co.uk

EDITORIAL CONTRIBUTOR Rachael Fulton

DESIGN/PRODUCTION Lucy Baillie

lucy.baillie@dcpublishing.co.uk

SALES

Marian Mathieson

marian.mathieson@dcpublishing.co.uk

PRODUCTION ASSISTANT Lisa McCabe

lisa.mccabe@dcpublishing.co.uk

HELLO, AND WELCOME TO THE WINTER ISSUE OF TEACHERS’ RESOURCE! I don’t know about you, but I feel like 2016 has passed in a blur – I can’t believe that’s us on the final edition of Resource for the year! And if you’re going to use 2017 as an excuse to boost your practice as a teacher, we’ve got plenty in the pages of the magazine to inspire you.

First off, we’re delving into the issue of child protection. How do you recognise if pupils are at risk, and what do you do if you’re concerned? The professionals at the NSPCC offer some advice.

Elsewhere, we’ve been finding out more about the handy smartphone and tablet apps that can boost your lessons, we’ve taken a look at understanding the UCAS process for pupils, and we’ve got some top tips to help you support stressed out seniors battling with exam prep.

It’s not all shoptalk, however! We’ve got a great guide to the best of Europe’s Christmas markets for those of you keen for a weekend getaway before the holidays, plus we’ve got a fabulous festive recipe courtesy of Jamie Oliver – his new Christmas collection is a total treat. And on that Yuletide theme, we also had a chat with pantomime professional Elaine C Smith to find out more about her school memories!

And that’s just the beginning of what our winter issue has to offer – so what are you waiting for? Put your feet up, grab some time out between lessons and get reading!

©DC Publishing Ltd 2016. 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.

Have a fantastic time over the winter break!

Lindsay Cochrane Editor

DC Publishing Ltd, 200 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 Fax: 0141 353 0435

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Winter 2016

WHAT’S INSIDE...

IN THE CLASSROOM PROFESSIONAL DEVELOPMENT PUPIL SUPPORT AFTER HOURS

PHOTOS: © BENJAMIN EALOVEGA; MICHAL WACHUCIK/ABERMEDIA

SCHOOL DAYS: ELAINE C SMITH

The Rab C Nesbitt star and pantomime pro recalls her time at Braidhurst High School in Motherwell.

CLASSICAL MUSIC: WORTH MAKING A NOISE ABOUT

Violinist Nicola Benedetti tells Teachers’ Resource why she believes schools should be doing more to promote classical music – and what can be done to capture pupil interest.

IN THE CLASSROOM

PUPIL SUPPORT

8 WIN PRIZES FOR YOUR SCHOOL – AND ENCOURAGE STEM LEARNING We find out more about the new competition encouraging kids to embrace all things science, technology, engineering and maths.

6 THE MISSING PIECE OF THE PUZZLE When it comes to child protection, teachers often hold the key to helping young people get the support they need. We find out more about identifying those at risk and how to help.

10 TEACHERS “SHOULD BE GIVEN MORE POWER” TO SEARCH PUPILS Following the death of Bailey Gwynne last year, we find out more about the new proposals to prevent knife crime in schools.

15 UNDERSTANDING UCAS Your senior pupils will be UCASobsessed right now – so how do you support them through the process? We look into what’s new, and how teachers can get involved.

12 GET APP-Y Your pupils are glued to their smartphones – so why not make it educational? We round up some of the best apps for learning.

16 DE-STRESSING YOUR STUDENTS With exams on the horizon, along with all the other pressures of being a teen today, how can

TEACHERS’ RESOURCE NEEDS YOU...

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you help your pupils unwind and focus in time for exams? We asked an expert.

PROFESSIONAL DEVELOPMENT 22 THE GREAT ESCAPE Three teachers tell us about their decision to leave their native country and work overseas.

28 WIN A PICKERING’S GIN GIFT SET Turn to page 28 to win a gorgeous gift set from gin specialists Pickering’s.

24 From the challenges to the triumphs, you’ll be investigating your options before you know it...

AFTER HOURS 26 EUROPE’S BEST CHRISTMAS MARKETS From Edinburgh to Budapest, Europe’s major cities light up over the festive season as cute Christmas markets set up shop to sell mulled wine, Christmas gifts and delicious street food.

We take a look at some of the very best.

30 THE RESOURCE RECIPE This issue, Jamie Oliver has shared a delicious way to use up that leftover turkey this Christmas, with his tasty turkey sloppy Joe recipe.

Teachers’ Resource is nothing without stories of what’s really happening in Scotland’s schools – and we want to know what you’re doing. Whether your pupils have recently hosted a fundraiser, a member of staff has run their tenth marathon for charity or your department is showcasing innovative practice that got a huge thumbs up from the inspectors, we want to hear about it.

You can email us with what’s going on in your school at resource@dcpublishing.co.uk, or call the team on 0844 249 9007.

This is an opportunity to tell the rest of Scotland what makes your school great, so don’t be shy – shout about it!

Winter 2016

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PUPIL SUPPORT

THE MISSING PIECE OF THE PUZZLE With thousands of children suffering abuse at the hands of family, friends, or even strangers online, what can teachers do to help protect them? We find out

KAYLEIGH WAS A MODEL pupil. Top marks. Good circle of friends. A well-liked girl, with lots of potential.

But last term, something changed. She’s become withdrawn. Quiet. Her grades have slipped slightly, and you don’t see her around with the same group of girls at break times any more.

Just a teenager. Hormones. That’s the way it goes.

But what you don’t know is that Kayleigh’s mum’s new boyfriend has been beating her self-esteem gradually, day by day. Telling her she’s fat, she’s worthless, she’s stupid.

She’ll never amount to anything. All the while making inappropriate comments while her mum is out the room. And she needs your help.

Kayleigh isn’t alone in her situation. In 2014-2015, over 2,700 children in Scotland were identified as needing protection

from abuse – and when you consider that there are over a million people under the age of 18 in our country, that’s a shocking proportion in need of support. At primary level, it’s estimated that two children in every classroom in Scotland has been the victim of abuse.

This isn’t good enough. Our children and young people deserve better – they deserve to be children, to be happy and healthy and cared for. Which is where teachers can come in.

“It’s a huge burden that we put on teachers, but in some cases, they can be the best contact that kids have,” says Alan Stewart, schools service manager for Scotland at the NSPCC. “Some child protection literature you see has a picture of a jigsaw piece standing alone. And it’s perhaps overused, but it’s a really good analogy – someone might be holding that last bit of information. That last comment that prompts a service to take action. A social work department could be holding a number of pieces of information but in isolation they don’t, perhaps, meet a threshold. Whereas by passing on information, the worst you can be is wrong.”

DIFFERENT FORMS

Abuse can take many different forms.

Sexual, physical, emotional and domestic are all prevalent. Neglect is becoming more

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and more common too, as well as issues such as female genital mutilation and financial abuse, when, for example, parents claim benefits on behalf of their child and spend the cash on themselves.

“It’s important not to view these in isolation,” says Alan. “If someone was being physically abused or sexually abused, it would almost go hand in hand that they would be suffering some kind of emotional abuse as well.”

The internet has complicated matters too.

Children and young people are becoming more and more vulnerable because of issues like cyber bullying and grooming.

“There’s a big increase in cyber bullying,” says Alan. “People feeling they have that invincibility because they’re doing it from a keyboard or a smart phone. Calls to Childline nowadays, about 70% of contact just now is online. They’re predominantly about things like self-esteem, relationships, but also bullying. Those self-esteem issues can come about from someone posting a comment on Instagram or Facebook.”

DIFFICULT

It’s a very difficult world for young people growing up today – and they need all the help they can get. With abuse, the perpetrator might often be a family member, a friend, an adult they trust. Some young people might not even realise they are victims of abuse – if it’s always been a part of your life, you might not question it.

But teachers can help.

It’s helpful to understand not only the forms abuse can take, but how it can present itself in children’s behaviour. There are a number of things to look out for which can act as a warning sign.

“Not all the signs are always obvious,” www.teachersresource.co.uk

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Alan points out. “A lot of them can be related to age, in terms of the different stages of development in children. You could have primary school kids acting much older. Their use of language would strike you as inappropriate. They’d be more street smart I suppose. But you could also have older kids acting slightly slower in terms of development, without any obvious signs that would link to a learning or a physical disability.”

Other warning signs can include disruptive or secretive behaviour, reluctance to get changed in the changing room for PE, over-concern for siblings and even substance abuse.

“When we’re in schools presenting to kids, you can get kids acting out,” Alan adds. “We never assume that that’s them just misbehaving. It goes back to that thing – all behaviour is a form of communication. It could be that when a subject is mentioned, that could act as a trigger.”

DISCUSSION

Which is why it’s important to discuss abuse, to make it a part of PSHE and the wider conversation in school. Make sure your pupils know what’s right and wrong www.teachersresource.co.uk

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in their relationships – with their family, friends, and boyfriends and girlfriends. And let them know what to do if things aren’t right, and who they can talk to.

Teachers who are concerned about pupils need to follow their school’s child protection policy, and report it straight away to the designated child protection officer. Even if your fears are unfounded, it’s better to act and be wrong than to let it go unreported. Alan advises too that you shouldn’t automatically assume that a child couldn’t be a victim of abuse because of their background or social standing.

“I suppose the common sense approach would be that neglect is linked to poverty, but it isn’t,” he points out. “There could be a fairly affluent background and the material needs could be getting seen to, but in terms of that nurture and love – that could be lacking, as people lead busier and busier lives.”

Our kids need help. And you could be the one to get the wheels in motion to help them. The NSPCC has a number of resources that are suitable for teachers in secondary schools, as well as training courses, so get online and see what’s available now. With the right information on your side, you could potentially save a child’s life. n

MORE INFORMATION For information on child protection issues, head to the NSPCC website at www.nspcc.org.uk. If you’re concerned about a child in your class, call the NSPCC Helpline on 0808 800 5000.

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IN ASSOCIATION WITH THE BRITISH ARMY

IN THE CLASSROOM

WIN prizes for your school and encourage STEM learning Registration opens for national competition TEACHERS ARE BEING ENCOURAGED to help their students win money for their school, courtesy of Microsoft, and participate in STEM activities through an initiative driven by BLOODHOUND SSC as it attempts to break the land speed record.

Registration for the BLOODHOUND Scotland’s Rocket Car Challenge: Race for the Line, a national competition sponsored

by Microsoft, will open on 5 January. The competition is open to secondary students aged 11 to 16.

Teams from schools around the country are asked to design, build and race a BLOODHOUND SSC model rocket car. Last year’s competition was won

by Cleveden School in Glasgow, whose winning team Spiderpig received £1,000 and a trip to Newquay to see the real BLOODHOUND SSC car.

BLOODHOUND Scotland is a

partnership between Energy Skills Partnership (ESP), the British Army, Education Scotland and Scottish Schools Education Research Centre (SSERC), who work together to bring the Bloodhound Rocket Car Challenge to Scotland.

Through support from the partners, college staff and serving Army personnel from across Scotland have been trained as BLOODHOUND Ambassadors to deliver rocket car workshops and help pupils design their models. Each hub has also been equipped with a race kit, including BBC micro:bits and a supply of rocket cars. The

“The Race for the Line challenge really captured the interest of the pupils “

competition allows the college network to engage with their local schools and promote STEM-related careers and inspire the next generation of engineers.

This year, 20 colleges have been set up as ‘hubs’ for the competition, with the final taking place in June 2017.

John Wells, head teacher at Cleveden School, said: “It is always a challenge to find a really interesting interdisciplinary learning project. The Race for the Line challenge really captured the interest of the pupils and allowed us to develop a great interdisciplinary project between computing and technical departments.

“The teams of young people at Cleveden had a great time trialling different approaches to aerodynamics and design and competing on the day, with four of our teams qualifying for the national final.

There was a real buzz about the school and we are looking forward to next year already.”

Ed Fenton, Regional Operations Manager for Scotland, British Army, said: “We are excited to be part of this partnership, which will bring the BLOODHOUND Scotland project to secondary school pupils across the country.

“We are keen to promote STEM subjects as we recognise the value of these skills in the Army’s future apprentices. The Rocket Car Challenge enables them to get involved with science, technology, engineering and maths in a practical way.” ■

MORE INFORMATION For more information and details on how to join, contact your local college or visit www.dendrite.me

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www.teachersresource.co.uk

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IN THE CLASSROOM

Following the death of Aberdeen schoolboy Bailey Gwynne last year, there’s been a lot of debate about weapons in schools and how best to ensure pupil and staff safety.

An incident report into Bailey’s death has come up with one suggestion – which is proving controversial amongst teachers.

We found out more

WHEN 16-YEAR-OLD Bailey Gwynne was stabbed to death by a fellow pupil at Cults Academy in Aberdeen last October, Scotland as a whole was horrified that something like this could happen in a safe place like school.

Bailey’s attacker was cleared of murder, but found guilty of culpable homicide back in April, and jailed for nine years.

Teachers, perhaps, felt the shock of this tragedy even more. It confirmed what many already knew, and highlighted the real risk that exists –weapons are present in our schools, and pupils and staff alike are in real danger.

SHOCK STATS

In October of this year, Police Scotland confirmed that 15 knives had been found in schools in Aberdeen in the period from Bailey’s death up until the end of August.

Likewise, an STV investigation from August showed that 700 pupils had been excluded from schools in Scotland for attacking fellow pupils and teachers with weapons, including knives, across the last five years.

These are scary statistics. Any workplace should be safe, and in schools this is perhaps even more important. But what can be done?

One proposed solution is proving to be controversial. An incident report into Bailey’s death published in October has claimed that the incident ‘may have been avoided’ – if fellow pupils had reported that the attacker had a knife. And the report’s author Andrew Lowe is suggesting that teachers should have

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Teachers “should be given more power” to search pupils more power to stop and search pupils they suspect of carrying weapons.

At present, senior staff can ask to search pupils – but pupils can refuse. Schools can contact parents or police for assistance in the event of a refusal. The report recommends that a “specific search and confiscation protocol” be developed by Aberdeen City Council and Police Scotland.

OPPOSED

Union leaders, however, oppose the idea, citing that it could “undermine the trust and respect” that exists between staff and pupils.

“The EIS would not welcome the introduction of statutory powers to enable

searching of pupils without parental support,” says EIS general secretary Larry Flanagan. “The experience from England, where teachers have such power, does not suggest that it is a crucial area of intervention.

Instead the focus should continue to be on building positive relationships in schools, ensuring that students are aware of the dangers associated with carrying weapons, and addressing the impact of austerity cuts to support staff.

“The EIS is clear that a zero tolerance approach should be taken to incidents involving violence or the threat of violence, and police involvement should be sought under these circumstances.” www.teachersresource.co.uk

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IN THE CLASSROOM

GET APP-Y

With tablet computers and mobile devices becoming more and more common in the classroom, what apps are on offer to boost your lessons? We’ve rounded up some of the best technological teachers’ helpers for inspiration

TECHNOLOGY IS CONSTANTLY evolving, bringing with it new and innovative ways to engage students, share information and even monitor classroom behaviour. Although nothing can replace or imitate real teacher-student interaction (at least not until the robots arrive), computers, tablets and smartphones can really boost lessons, offering external insight and alternative sources to expand pupils’ learning.

If you’re fortunate enough to have tablet computers or iPods to enhance your lesson plans, there’s a vast array of different apps on the marketplace to make your teaching come to life – and tap into pupils’ thirst for all things digital! Here are a few that are well worth checking out, across the whole curriculum.

DUOLINGO

www.duolingo.com Over 50 million people around the world use Duolingo to learn a second, third or fourth language, and there’s a diverse selection of languages you can access, from Hebrew to Hungarian. Designed with the science of language learning in mind, Duolingo enables users to pick up the basics very quickly, through sequences of repetition that test their writing, speaking, reading and listening skills. The app itself is straightforward and easy-to-use, and the company has now designed a classroom version of the software to create a blended learning experience. Students get individual feedback from the app, combined with personal feedback, and are incentivised by gaining points for correct answers.

HOPSCOTCH

www.gethopscotch.com This app is a great way to get students interested in coding. This colourful, dynamic software allows you to create art, websites and two-player combat games while teaching you the fundamentals of code. Students will learn about variables, conditionals, loops and abstraction while also creating something visually interesting and fun to play. The app also provides lesson plans and video guides if you’re not an expert yourself, so don’t be concerned if your current knowledge of coding is limited.

Knowing how to code will be an invaluable job skill in the future, so giving your students a chance to know the basics – and getting to grips with them yourself – will stand the whole class in good stead later on.

APPA

www.myappa.it Maintaining positive mental health in the classroom is increasingly important in the digital age, and Appa lends a hand to vulnerable students who need help to be a little more resilient. By asking questions about the student’s living situation, community and feelings, the app is able to create a personal assessment of the young person’s resilience. The app can then work with the young person to build on this, helping them to cope with real-life situations. Pupil support teachers, caregivers and students can all work together with Appa to help support students’ approach to situations at school and at home.

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ANIMOTO

www.animoto.com As technology changes, so does the way in which we tell and consume stories.

Animoto is a digital storytelling app that allows students to create videos with text, images, music and captions that can be easily shared on YouTube or social media.

A great way to summarise the lesson you’ve just taught, or to encourage peer-based learning by allowing students to create videos to present to the class. Animoto lets young people learn the value of digital storytelling and presenting information in a more dynamic way.

INSTRUCTABLES www.instructables.com

Whether you use this app in the classroom, or use it to pinch ideas, Instructables is full to bursting with crafty DIY activities for you to get hands-on in the classroom.You can find instructions on making blueberry cheesecake ice cream, paper lanterns, fluffy Chewbaccas – the list is endless. If you don’t want to use Instructables to make something new, you can encourage your students to upload their own set of instructions and pictures to share their knowledge with the world. Great for home economics and art and design teachers. www.teachersresource.co.uk

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TINKERCAD www.tinkercad.com

A great way to introduce young people to engineering, Tinkercad allows students to design 3D models of toys, prototypes, furniture and a host of other objects. This technology is reshaping education, allowing conversations about STEM opportunities to be introduced in classrooms in a hands-on way. There are over 4 million designs in the gallery for students on Tinkercad, giving them a world of design opportunities to explore. You don’t need a school 3D printer to enjoy the app – although it certainly makes the process more exciting – but if you do have one on campus, you can use it to bring your students’ designs to life. www.teachersresource.co.uk

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REMIND

www.remind.com This free app enables you to send text reminders to students, letting you nudge them about assignments or provide encouragement for upcoming hand-ins. The students aren’t able to text you back, and the app does not disclose the number or email of either person involved. Students can sign up to receive reminders via email, and parents are also able to subscribe to updates to make sure their kids are doing everything they should be – and it's always handy to have the parents on your side! Remind is a good way to make sure your students make their deadlines, and also gives an extra connection between classroom and home.

FROG DISSECTION www.frogvirtualdissection.com

A good option for squeamish students, the frog dissection app allows the exploration of a frog’s anatomy without the real-life blood and guts – so the newly-discovered vegans in your class don't have an excuse when it comes to this anatomy lesson!

Biology students can get to grips with this touch-screen app, making virtual incisions rather than real-life ones. This avoids the waste of a lab specimen through overzealous dissection, and is vegetarianfriendly. Realistic 3D views of the virtual frog’s internal organs make learning about the anatomy easy, without the mess or fuss.

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PUPIL SUPPORT

UNDERSTANDING UCAS There’s a good chance your S5 and S6 pupils are starting to look a little bit stressed, as the deadline that could define their future approaches – it’s almost UCAS application time.

But what can you do to help them through the process? We found out FOR MANY YOUNG SCOTS, 15 January will be floating in their heads. By this time, they’ll have to have made some big decisions, filled in lots of forms and signed their future away – it’s UCAS time.

Last year, UCAS received 51,295 applications from Scotland – so competition is fierce. Which means that your students could turn to you for support and to ensure that their application stands out from the crowd.

If you have senior pupils in your classes, it’s sensible to get clued up on the current application process, even if you aren’t a designated UCAS adviser, because it could be you that they turn to for advice and support.

“The main thing is for teachers to do as much research as they can into what’s out there,” says Louise Evans, head of adviser experience at UCAS. “We completely appreciate that teachers often don’t have a lot of time, and sometimes not all teachers are aware of the UCAS process and aware of what universities are up to.”

CHANGES

For some schools, this year’s application process might be somewhat different. If your school offers A-levels, recent reform means that the UCAS tariff has changed slightly – so make sure your students understand what the requirements are for the courses to which they’re applying.

Once they’ve chosen their courses, the biggest worry for many is the personal statement. This can be the decider for universities, so it’s important that students get it right. But when your 16- and 17-year-old students have never even applied for a job before, what can they write?

“For many applicants, this is the first time in their lives that they’ve had to write something about themselves – and not only are they writing about themselves, but they’re really selling themselves and making themselves stand out,” Louise advises. “Rather than just a list of ‘I’ve done this, I’ve done that’, they should say what they’ve done, what

they’ve learned from it, and if they can, apply that to the course that they’re looking to do.”

BETTER ACQUAINTED

If you feel you’d like to get better acquainted with the process, UCAS have plenty of support available for those working with UCAS applicants, a mixture of online support, telephone-based support and training courses.

They can offer advice and information on everything from how to write a reference to predicting grades.

On the UCAS site, you can also sign up to receive alerts so that you’re up to speed with what stage the application process is at and what your students should be thinking about next – find out more at web.ucas.com/ advisers-signup.

Louise adds: “We also have a schools team who teachers and advisers can call at any time if they have any problems with anything technical, or they just don’t understand any part of the process.” n

MORE INFORMATION UCAS www.ucas.com Adviser and teacher helpline: 0345 123 8001

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PUPIL SUPPORT

DE-STRESSING YOUR STUDENTS You’ve handed out the mind maps and delivered your best ‘don’t stress’ speech, but still you can feel your pupils’ panic rising. Is there any more you can do to help? We speak to Janey Downshire, expert and author of Teenagers Translated, to see what more teachers can do to help tackle stress in the classroom

REMEMBER THAT CALMNESS IS CONTAGIOUS

“Teachers can have a very profound impact on a pupil,” says Janey Downshire, from Teenagers Translated, which runs courses for teachers and parents. “A teenage brain learns how to react and respond by mirroring the reactions of important adults.” Janey advocates showing youngsters how to manage stress, rather than just telling them. She suggests modelling how to calmly confront a challenging task and showing them how to work collaboratively through failure.

TEACH PUPILS TO LEARN THEIR STRESS TRIGGERS

“Being more mentally aware of what causes emotional stress helps people to avoid difficult situations,” says Janey. Try and help your pupils understand the feelings behind their panic. When teenagers understand what it is that causes them to feel anxious they can begin to conquer their fears and prevent them from returning.

WORK IN SHORT BURSTS

When it comes to studying, Janey warns that the teenage brain has limited capacity for focus and attention. She advises that short bursts of academic concentration “with no interruptions like YouTube, music or social networking” work best.

Just as important, she says, is the need for breaks: “Moving around, exercising, eating healthily and drinking water will help the area of the brain responsible for motivation, engagement and memory.” Try getting pupils to work solidly for 25 minutes – no 16

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phones or talking – then give them a five-minute break to walk around, stretch and fill up their water bottle.

BEWARE OF PERFECTIONISM

Janey warns that teenagers are under more pressure than ever before thanks to higher expectations and increased societal demands. “A child will feel under pressure if they feel inadequate,” she says. “This pressure may be selfinduced, but is likely to be fuelled by the internet or social media where the successes of others are easily broadcast.” To stop pupils from setting unrealistic and unachievable targets, work with them to create academic goals that are totally independent from outside factors like social media and peer pressure. Then be sure to praise your students when these goals are achieved or exceeded.

LOOK AFTER YOURSELF

When looking after stressed teens, it’s easy to put your own health and wellbeing on the backburner. But Janey says maintaining self care is essential to boosting your own mental resilience and ability to cope with the pressures of the classroom. Feeling overwhelmed? Janey suggests allowing time for extra planning to reduce last minute stressful scenarios. If you are still struggling, don’t forget to lean on the support offered to you by colleagues or discuss your concerns with the head of department. ■

MORE INFORMATION For more tips and tricks, take a look at www.teenagerstranslated.co.uk.

www.teachersresource.co.uk

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© BENJAMIN EALOVEGA

IN THE CLASSROOM

CLASSICAL MUSIC:

WORTH MAKING A NOISE ABOUT With councils making cuts to instrumental tuition, why is this form of education worth fighting for?

Scots violinist Nicola Benedetti tells Teachers’ Resource why she’s fighting to save the arts WHEN WE THINK BACK to our own school days, chances are, end of term concerts and school shows with the student band – a cacophony of honking horns, squeaky clarinets and shrill flutes – might provide the soundtrack to your memories.

Today, however, orchestral instruments are becoming less and less common in school music departments, as budget cuts mean children aren’t getting the opportunity to try their hand at traditional instruments and classical music. And lots of kids are missing out.

A study by the Instrumental Music Teachers’ Network has identified nine councils in Scotland who are making cuts of £1 million to music tuition in schools.

A quarter of 32 local authorities have increased charges for music tuition too – meaning some children simply can’t access these lessons. So what can be done to challenge this? www.teachersresource.co.uk

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UPHILL BATTLE

“You’re fighting an uphill battle from the get go,” says Nicola Benedetti, the West Kilbrideborn former BBC Young Musician of the Year and world-renowned violinist. “It’s a huge misconception that those subjects are easier or fluffy or just fun and games. They’re not at all.”

Nicola, who studied at the independent Wellington School in Ayr, has travelled the globe with her music career, performing for royalty, the Pope and beyond, but she knows that studying music doesn’t have to lead to a job in the field. In fact, the arts have lots of benefits for young people beyond career prospects.

“Having read millions of articles for and against all these things, I absolutely believe that while music and the arts don’t solve your relationship problems, they give you a helping hand in understanding how better to negotiate communication between people,” she says.

ACTION

So what can schools do, not only to challenge budget cuts but to increase pupil interest in classical music?

“If the school is gathered every morning or once a week, some sort of assembly or morning meeting, a huge diversity of music can actually be presented,” says Nicola.

The BBC’s Ten Pieces scheme, for instance, has selected a number of musical pieces that are appropriate for different age groups, which can be played throughout the school year to help familiarise pupils with the merit of classical music. And, Nicola says, this a step in the right direction..

“I would like to see, from the top down and the bottom up, a shift in understanding the intrinsic value of any subject that helps us take care of and nurture our relationships,” she says. “There’s a certain amount of updating in music education that the whole country would benefit from.”

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21/11/2016 11:53

IN ASSOCIATION WITH ROAD SAFETY SCOTLAND

IN THE CLASSROOM

ROAD SAFETY LEARNING WITHIN CURRICULUM FOR EXCELLENCE With young people more at risk of being involved in road accidents, Road Safety Scotland tell us about the free resources they have available for schools IT MAY BE AN ambitious target, but the Scottish Government has a vision for a country where, ultimately, no one is killed on our roads. To get there, Scotland’s Road Safety Framework to 2020, launched in 2009 and reviewed in 2015/16 to ensure it was still fit-for-purpose, sets out targets for a steady reduction in the number of people killed and injured on Scotland’s roads.

Despite the good news that these numbers are heading in the right direction, road accidents still represent one of the highest causes of accidental death to Scotland’s young people.

VULNERABLE GROUP

Research and statistics tell us there are particularly vulnerable road user groups on which priority has to be focused, one of these being children and young people. Because of their age, many do not have the ability to

make accurate judgements about safe road use, while a lack of experience of particular situations also means that they are at greater risk.

Young people aged 12-15 are among Scotland’s most vulnerable road users.

Research suggests that this may be due to their enhanced freedom and travelling further from home. Furthermore, although road safety knowledge is generally high, the application of this knowledge can be poor.

It is also true that young people aged 17-25 are the most at-risk driver group, and studies inform us that one in five new drivers will be involved in a collision in their first six months of driving.

Investigations show that young and/or new drivers are often very competent at handling a car, but the problem lies with their inexperience and lack of maturity.

FREE RESOURCES

Road Safety Scotland’s approach to road safety is one of lifelong learning and they have developed a suite of free resources specifically to support the experiences and outcomes, and the seven principles of Curriculum for Excellence across all levels.

Two resources specifically for secondary school pupils are Your Call (S1-S3) and Crash Magnets (S4-S6). Both are online resources incorporating interactive games, video dramas, and the opportunity for discussion and debate.

Road Safety Scotland would encourage you to actively promote and support their use within your school. Read more about these resources on the page opposite.

Let’s provide Scotland’s children with the best positive start in life-positive attitudes developed in childhood, through road safety learning in school, form the foundation for responsible road use in adult life. n

“Young people aged 12-15 are among Scotland’s most vulnerable road users”

MORE INFORMATION Road Safety Scotland www.roadsafetyscotland.org.uk

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16/11/2016 11:14

PROFESSIONAL DEVELOPMENT

The great

ESCAPE Ever fantasised about teaching abroad? We speak to three teachers who did exactly that

SCOTLAND CHINA “I remember some students of mine being upset because they only scored 80% in a test” After studying Arabic and politics at Edinburgh University, Susan Wilson’s plan to move to Syria was haulted by the outbreak of violence. Instead she responded to an advert offering graduates the chance to teach in China.

Susan, 26, tells us what she learned during her year teaching abroad.

The main advantage of teaching in China was the Chinese Spring Festival – it means that for almost two months, the school just want you out of the way. We still got a salary but instead of teaching I was backpacking in a giant loop around the country, which was an unforgettable experience. The sheer scale of China is hard to imagine until you are on a 30-hour train ride!

I was placed in a town called Foshan (my students liked to say it’s a small town, but its population was bigger than Scotland) working at a state secondary school with students aged between 14 and 17.

I did an IELTS course online which helped, but other than that I didn’t have any sort of curriculum to follow. I was teaching 22

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maybe 15 hours per week, at three different levels and beyond being told to help improve their spoken English and teach them about British culture I had no instruction.

The work ethic of these students was impressive. I remember some students of mine being upset because they only scored 80% in a test. I had some boys in my classes that liked to push boundaries, but nothing like what we’d see in a Scottish classroom.

The students all lived on campus.

They would get up at 6am every morning to run around the school track before doing “morning exercise” – a sort of synchronized stretching for 20 minutes. Then classes would start and go on until 11pm. Scottish students don’t know how lucky they are! www.teachersresource.co.uk

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FRANCE SCOTLAND “I am not as understanding as my British colleagues when it comes to deadlines” Annabelle Bossard, 37, currently works as head of department in a busy independent school in St Andrews, teaching French, German and Spanish. But after being raised in France with two teachers as parents, Annabelle knows all about the culture clash in the classroom.

I am not as understanding as my British colleagues when it comes to deadlines and I insist pupils respect them – I think it comes from my French upbringing. The same goes for lateness to class, or pupils not catching up with the work when absent or away to a music lesson. But then again, I can be more lenient in other aspects, like the uniform.

In France, in order to step into the

teaching profession, you need to sit a national exam and, depending on your score, you are assigned to a school and spend your career there, whether you like it or not. You teach, then you leave.

There is no concept of departments so teachers work in isolation – you don’t have to deal with school development plans, departmental meetings, CPD, paperwork or GTCS professional reviews. But before teachers in Scotland start saying they want that system too, you need to also compare salaries. Teachers are not paid as well in France – when I was a probationer teacher in Scotland, I was earning as much as my 50-year-old dad who was headmaster in a French primary school.

Whenever I tell my family back home about my job, they don’t really get that there is more to it than just teaching the classes assigned to me. They think I am exaggerating what happens on a daily basis.

It does make for interesting conversations around the table at Christmas dinner! But I love being part of the school, having a voice and being heard. Days are long, but we are part of a team and that really gives a lot of satisfaction.

That said, the attitude of the British people is not the most positive when it comes to learning languages, and motivating young people who hear all the time at home that learning French (or any other language) is useless because everyone speaks English is quite a challenge. At my school, we have quite a lot of international students and their approach is very different from the British public: they are more enthusiastic and proficient, putting our “home-grown” students to shame.

SCOTLAND SPAIN “I love the work-life balance – I can go to work and still have time to have my own life during the week” Keren Green, 24, worked as a teacher in Dundee after graduating with an MA in Education in 2014. Last year, she packed away everything she owned and moved to Madrid to teach at an international school.

I wanted a lifestyle change and the opportunity to experience a new culture and language, so teaching abroad was always in the back of my mind. One day I logged into the TES website and applied for the job. From there I had a Skype interview and was offered the job the very next day! Now I teach at a new international school that follows the Cambridge curriculum.

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When the children start school, most have no experience with English so it can be difficult to begin with.

But once they become more confident they understand a lot more, and now I’ve improved my Spanish basics, conversations are much easier.

The parents are extremely warm and approachable and we have full freedom over what we teach. The Spanish are renowned for their relaxed attitude to life but occasionally it can be a problem – they often bring their kids to class late or try and take them out whenever they feel like it!

The main thing I love about teaching here is the work-life balance – I can go to

work and still have time to have my own life during the week. I love the weather, the food and the people – everybody here has such as positive attitude towards life. It’s hard to be far from home, my friends and family but on the plus side it means I have lots of visitors. Over the past year I’ve had the opportunity to visit loads of places in Spain and Portugal and I’ve made some great friends. I can imagine returning back to Scotland, but not anytime soon– I’m not quite ready to give up the sunshine yet!

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INTERVIEW

MY SCHOOL DAYS

PHOTO: MICHAL WACHUCIK/ABERMEDIA

ELAINE C SMITH For the artist formerly known as Mary Doll, it all began at Braidhurst High in Motherwell. Here, Elaine C Smith takes a trip down memory lane to reflect on her time at school

TOP TEACHERS

My favourite memory would have to be some of the teachers, who were great.

Norrie Bissell – when I got into fifth year and was doing Higher history, he came along. I credit him with my politics 24

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“I was on the wilder, cheekier side of pupil-dom” really. He was one of the first teachers that really was interested in your opinions, or challenged them.

It was the 70s in Lanarkshire – encouragement of opinions or difference were not at the forefront of teaching at that time. You had to find it in different ways.

It was a really disciplined school. We still had teachers that wore gowns and all that.

In a comprehensive school, that was quite unusual.

I adored history. And I still hold the belief that in order to go forward you have to know where you came from. If only a lot of people in this country, and in America at the moment, were looking at the lessons of history! That short term-ism is quite frightening. I genuinely loved it.

And modern studies – I did my Higher in

a year. By that point, I was more interested in politics and what was going on. I loved being able to study a more modern history, about Israel and Palestine.

GOING BACK

I was musical too. Not that I was much of a fan of the operettas – I wasn’t into Gilbert and Sullivan, but it was all they did. I was very jealous when I did the school prize giving last year and saw they’d been doing shows like Calamity Jane!

I do believe in people like myself going back to their old school. I want to say to working class kids, it’s possible to be creative and do other things in your life. I have really good memories when I go back to Braidhurst – I walk back in, and suddenly I’m 14 and I have lots of really good memories of amazing, inspiring teachers. ■ Elaine will be starring in Dick McWhittington at His Majesty’s Theatre, Aberdeen, from 3 December. For more information, head to www.aberdeenperformingarts.com.

AS TOLD TO LINDSAY COCHRANE

LOOKING BACK, I don’t think I was the easiest pupil to teach! I remember going to an EIS demonstration in the 80s when I was teaching myself, and meeting one of my old teachers, who went, “You’re a teacher?!” I did knuckle down eventually and became a prefect and all of that – but I was on the wilder, cheekier side of pupildom. When I became a teacher, I was never thrown by kids that were like that. I understood them. It wasn’t cheek; it was a desire to be listened to or heard.

I had a maths teacher who put me outside the door in first year and told me I had “far too much extrovert energy”. I went home and said to my mum, “What’s extrovert?” And she said, ‘”A bloody showoff !”

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16/11/2016 11:15

AFTER HOURS

EUROPE’S BEST

CHRISTMAS MARKETS

Want to get into the festive spirit? We line up the best Christmas Markets Europe has to offer

KRAKOW, POLAND

27 NOVEMBER - 26 DECEMBER

BRUGES, BELGIUM

18 NOVEMBER - 1 JANUARY

For many people, the festive season means one thing – time to crack open a box of chocolates, pop Champagne and polish off the mince pies. And where better to gorge on delicious treats than the original home of hedonism? No one does luxury quite like the Belgians, and their Christmas markets offer the best in beer, waffles and handmade chocolates.

Bruges Christmas Market is filled with hundreds of stalls with the lavishly-lit canals serving as the perfect backdrop.

The ideal place to stock up on stocking fillers – and of course, a chocolate (or two) for yourself.

Mulled wine, spicy sausages and local crafts – Krakow’s Christmas market has everything you could ask for and more. Surrounded by baroque and gothic architecture of Rynek Central Square, this Christmas market is full of oldschool Polish charm and hospitality.

Whether you are looking for a unique Christmas gift or to sample the city’s famous fruity cherry vodka, you’ll not be disappointed in Krakow. Plus, with everything so cheap, this Polish city is the perfect place to pinch some pennies ahead of the festive season.

Learn more at www.krakow-info.com

COPENHAGEN, DENMARK 20 NOVEMBER - 30 DECEMBER

Things don’t get much more festive than Copenhagen’s Tivoli Gardens. At Christmas, Europe’s original theme park plays host to hundreds of glittering trees, excitable elves and overflowing stalls.

Wind your way through the magical fairground with a piping hot mulled wine in your hand and take in all the festive cheer – from rollercoasters to carol singing, there’s plenty to keep you busy.

Last but not least, don’t forget to take a spin on the park’s sparkling ice rink – perfect for kids, young and old.

For further details, see www.visitcopenhagen.com

See more at www.visitbelgium.com

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INNSBRUC, AUSTRIA 15 NOVEMBER - 6 JANUARY

Picture the perfect Christmas backdrop. We’re talking gingerbread, old school carollers and sparkling carousel rides. Throw in a couple of snow-tipped peaks and you’ve got the Austrian city of Innsbruck summed up to perfection. Austrians know how to do Noël (their Christmas market tradition goes back as far as the 13th century) with more than 150 stalls filling Altstadt in front of the romantic backdrop of medieval houses. On the narrow Kiebachgasse, fairy tale characters such as Rapunzel peer down from the windows while trumpeters appear every night at dusk to perform carols on the 500-year-old Golden Roof.

Surely thing’s don’t get much more Christmassy than that?

Check out www.austria.info for further details.

EDINBURGH, SCOTLAND 18 NOVEMBER - 7 JANUARY

Edinburgh’s breath taking architecture makes the perfect setting for one of the UK’s best-loved markets. In the run up to Christmas the whole city comes alive with festive cheer; hundreds of stalls sparkle at the foot of the castle alongside fairground rides and an impressive ice rink. Kick off the festive cheer by watching hoards of Santas sprint through the capital on the Great Santa Run (December 11) or book your tickets for the adorable Lost Elves Trail.

For more information, visit www.edinburghschristmas.com

BATH, ENGLAND

24 NOVEMBER - 11 DECEMBER

Have yourself a merry little Christmas in the beautiful city of Bath. Its charming Victorian architecture looks just like something out of A Christmas Carol, and the festive stalls are sure to warm the heart of any Scrooge. This year’s market promises to be bigger and brighter than ever with nearly 200 stalls filled with artisan treats and carol singers providing Christmas cheer into the wee hours.

For more information, head to www.visitbath.co.uk www.teachersresource.co.uk

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HAMBURG, GERMANY 23 NOVEMBER - 6 JANUARY

LILLE, FRANCE

18 NOVEMBER - 30 DECEMBER

In France, good food is a passion and Lille’s Christmas market is no exception. Here in the heart of Rihour, you can sample the best of the region’s wine (served mulled, naturellement) or scoff perfect pasties and festive nougat. The 80-plus stalls also compete with the local boutiques to sell the chicest Christmas presents possible, so you’re sure to find something you love. Best of all, you can reach Lille from London by Eurostar in as little as 80 minutes. Bon voyage!

For more details, head to en.lilletourism.com

Germany’s Christmas markets are legendary – and for good reason.

Hamburg offers 15 fantastic markets across the city, from the posh Jungfernsteig market promising the swankiest food and gifts to the kids’ wonderland Spielzeuggasse.

Alternatively, escape the crowds and head for the offbeat Fleetinsel market.

Stalls are dotted along the water’s edge, lit only by the tiny fairy lights twinkling overhead from antique sailing boats.

The perfect quiet spot to reflect on the year with a mug of glühwein in hand.

Find out more at www.christmasmarketsgermany.com

BUDAPEST, HUNGARY 10 NOVEMBER - 6 JANUARY

Feeling hungry? Then you’ve got to head to Budapest! The city’s markets in Vorosmarty and St Stephen are lined with every pastry imaginable, from the pizza-like toki pompos to the famous cinnamon-pastry chimney cakes. But it’s not all about the food - this electric city also offers a unique history, impressive sights and plenty of opportunities for quaffing delicious Hungarian wine along the way.

See budapestchristmas.com for more details.

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21/11/2016 11:58

COMPETITION

THE PRIZE The prize on offer includes a bottle of Pickering’s 1947 Original Recipe Gin. Bottled exactly to Pickering’s original Bombay recipe, the gin is crisp and refreshing with a decidedly spicy kick. It was recently awarded Best British Gin by Tim Hayward at the Great British Food Awards as well as Best British Spirit in the China World Spirits Awards.

WIN A PICKERING’S GIN GIFT SET

G

If you’re gearing up for a merry Christmas, check out this issue’s competition

in is having a bit of a moment amongst alcohol aficionados – and Scotland is responsible for producing gallons of the stuff each year.

Distilleries nationwide are branching out from our more traditional tipples to dabble with juniper berries, while others are setting up to specialise purely in gin – with delicious results.

One such producer is Pickering’s, based in Edinburgh. Pickering’s Gin is based on an old Bombay recipe, handwritten on a fragment of paper dated 17 July 1947. Kept as a family secret for over 66 years, it only resurfaced in 2013 when they began distilling at Summerhall,

becoming Edinburgh’s first exclusive gin distillery in 150 years. Housed on the site of the old University Veterinary School, Summerhall Distillery was built by hand, transforming the former small animal kennels into an award-winning distillery producing spectacularly smooth and flavoursome gin.

They distil in tiny 700 bottle batches, with each bottle filled, labelled and waxdipped by hand. As the Official Gin of the Royal Edinburgh Military Tattoo, The Royal Yacht Britannia and exporting to 15 countries globally, Pickering’s Gin are at the forefront of the Scottish Gin Revival.

Want to be a part of the gin crowd? You can with this issue’s competition! ■

As well as this, you’ll get a pack of six Pickering’s gin-filled baubles.

These colourful Christmas tree baubles are filled with a 50ml measure of Pickering’s Gin – and they’ve been declared the musthave Christmas gift by Stylist, Metro, Huffington Post and more!

HOW TO ENTER To be in with a chance of winning, just answer this question: In what year was the traditional Pickering’s Gin recipe written down?

A) 1947 B) 1974 C) 1944 Send your answer, along with your name, address, daytime telephone number and the name of your school to: Pickering’s Competition, Teachers’ Resource Magazine, DC Publishing Ltd, 200 Bath Street, Glasgow, G2 4HG. Alternatively, send your details to competitions@dcpublishing.co.uk, with Pickering’s Competition in the subject line. Good luck!

TERMS AND CONDITIONS All entries must be received by 13 December 2016. Entrants must be aged 18 or over. Prize is one bottle of Pickering’s Original Recipe Gin and one set of Christmas tree baubles only. Prize is non-refundable, non-transferable and there is no cash or other alternatives. One entry per household. The publisher’s decision is final.

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21/11/2016 12:19

AFTER HOURS

The sloppy Joe is so much more than a sandwich or a burger, and giving it the Christmas treatment means we’re taking that bun filled with delicious pulled meat and crunchy exciting veg, served with gravy for dunking, to the next level.

INGREDIENTS SERVES 4

© JAMIE OLIVER ENTERPRISES LIMITED (2016 JAMIE OLIVER’S CHRISTMAS COOKBOOK). PHOTOGRAPHER: DAVID LOFTUS.

TOTAL TIME: 20 MINUTES 200g leftover cooked higher-welfare turkey meat 200ml leftover higher-welfare turkey gravy 1 carrot 1 apple ½ a red onion 2 sprigs of fresh mint 2 gherkins 1 fresh red chilli 4 seeded wholemeal buns BBQ SAUCE 2 tablespoons tomato ketchup 1 tablespoon HP sauce 1 teaspoon English mustard ½ teaspoon chipotle Tabasco sauce 1 splash of Worcestershire sauce

DOUBLE UP This is a great recipe for parties, as it’s quick, and it’s easy to double or even quadruple the quantities – let your guests build their own buns.

METHOD 1. Shred and pull apart your leftover turkey meat and place in a small pan with a splash of water and 4 tablespoons of gravy. Pop a lid on and place on the lowest heat for 10 minutes to warm through.

Warm the rest of the gravy in a separate pan, ready to use it for dunking later.

2. Meanwhile, peel and finely shred the carrot, matchstick the apple, peel and finely slice the red onion, and pick and slice the mint leaves. Place it all in a bowl with 1 tablespoon of pickling liquid from your gherkin jar. Finely slice the gherkins, using a crinkle-cut knife if you’ve got one, and the chilli, add to the bowl, mix well, lightly season and put aside. Mix all the BBQ sauce ingredients together.

3. Split and toast your buns, then spread the BBQ sauce inside them, top and bottom.

Pile your pulled turkey on the bun bases, drizzle with a little gravy and top with some of that tasty slaw. Pop the bun lids on, and you’re away. Serve the rest of the gravy on the side for a naughty dunk, along with any leftover slaw.

CALORIES

FAT

SAT FAT

PROTEIN

CARBS

SUGARS

SALT

FIBRE

639kcal

29.4g

6.8g

39.7g

52.7g

12.6g

2.1g

14.1g

THE RESOURCE RECIPE

TURKEY SLOPPY JOES TASTY SLAW WITH GHERKINS & CHILLI, HOMEMADE BBQ SAUCE Jamie Oliver has the perfect solution for leftovers this Christmas – check out this tasty recipe from the TV chef’s new collection

Jamie Oliver’s Christmas Cookbook by Jamie Oliver is published by Penguin Random House 30

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