Teachers' Resource - Spring 2017

Resource www.teachersresource.co.uk

SPRING 2017

Teachers’

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

BULLY FOR HER With the rise of cyber bullying, it’s girls who are suffering most – but how do you stop it?

We find out how teachers can tackle the ever-growing issue

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LOOK AT THE STATE OF YOU

HAVE YOU HEARD WHAT EVERYONE'S BEEN SAYING ABOUT YOU?

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Editor’s Letter

Spring 2017

Hello, and welcome to the first issue of Teachers’ Resource for 2017!

PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

EDITOR

Lindsay Cochrane lindsay.cochrane@dcpublishing.co.uk

STAFF WRITER

Kirsty McKenzie kirsty.mckenzie@dcpublishing.co.uk

DESIGN AND PRODUCTION

Lucy Baillie lucy.baillie@dcpublishing.co.uk

PRODUCTION ASSISTANT

Lisa McCabe lisa.mccabe@dcpublishing.co.uk

SALES

Scott Kyle scott.kyle@dcpublishing.co.uk

www.teachersresource.co.uk @ResourceMagScot DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 ©DC Publishing Ltd 2017. 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.

The eagle-eyed among you will notice we’ve had a bit of a sprucing up for the new year – and we’ve got some cracking content to go with it.

This issue, we’ve been finding out more about Gaelic education in Scotland today – the 1+2 approach to language learning in primaries across the country has really boosted the language’s position in schools. We had a chat with the experts to find out what the future holds.

Elsewhere, with exam season on the horizon, we’ve been taking a look at different study techniques and revision tactics to pass on to your pupils ahead of their Nationals and Highers in May – from clever apps to different ways of thinking, it’ll really boost their chances on exam day.

This issue’s special focus is all about bullying among girls. Social media and mobile technology has given bullies new platforms to target victims – and it’s often girls who are suffering most. We found out what schools can do to tackle the issue.

We’ve been speaking with teachers across the country too to get their views on one very divisive topic – homework. Are you for it or against it? Get in touch with your opinion as we take the topic further next issue!

And there’s plenty more for you to enjoy too, including our guide to Scotland’s favourite tourist destinations for your spring break plus a delicious (and quick!) recipe from Davina McCall.

So what are you waiting for? Get stuck in!

GET SOCIAL

Follow us on Twitter to get the latest education news and features from Teachers’ Resource, @ResourceMagScot

Until next time

Lindsay Cochrane, Editor

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Teachers’ Resource //Spring Spring 2017 2017

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What’s Inside PUPIL SUPPORT

IN THE CLASSROOM

We round up some tried and tested study methods that’ll help your students get on the path to success when exam season kicks off this May.

Homework – it’s a divisive subject amongst teachers, and one school in the Highlands has chosen to scrap it altogether. We asked some educators how they feel about it.

6 STUDY TECHNIQUES

12 BULLY FOR HER

Thanks to digital technology, bullying is taking an entirely different form amongst young people today – and girls are feeling the brunt of it. We chat with the experts to find out how to tackle it.

22 UNDERSTANDING GENDER IDENTITY

With more and more young people living with gender dysphoria or identifying as transgender, we’ve been finding out what schools can do to support pupils in this position.

10 “THE DOG ATE MY HOMEWORK”

Spring 2017 10

15 A’ FÀS NA GÀIDHLIG

In recent years, the number of young people taking up Gaelic in school has risen – and there are hopes for the language’s profile to grow even further across Scotland. We’ve been finding out all about it.

19 DIGITAL LEARNING

Ever thought about using tech to boost your lessons and improve communication with pupils and their families? We take a look at the best social media platforms to tap into.

20 PRIMARY TRANSITION WITH A DIFFERENCE

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WIN

In need of a treat?

This issue’s competition is for you! We’ve got £100 in gift vouchers for 5pm.co.uk to give away! Turn to page 28 now.

One Cumbernauld school recently hosted an event for their incoming S1s – and it really went off with a bang!

AFTER HOURS

26 THE BEST OF SCOTLAND

With spring break on the horizon, we’ve taken a look at Scotland’s top 10 tourist destinations – get planning those day trips now!

30 THE RESOURCE RECIPE

This issue, TV presenter Davina McCall shares a quick and easy recipe from her latest book – the perfect option for those pushed for time after work.

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CELEBRITY INTERVIEW

24 MY SCHOOL DAYS: CRAIG HILL The Scots comedian talks about his school highlights, from queueing for a roll and chips to tearful music teachers.

PROFESSIONAL LEARNING 9 LEARN FROM THE EXPERTS

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Looking for new and interesting CLPL opportunities this term? There’s a host of organisations out there with expert knowledge to share that’ll boost your practice as a teacher.

OVER TO YOU…

Teachers’ Resource is nothing without its readers – so we want to know what’s going on in your school. Whether you’ve got a teacher displaying innovative practice, you’ve taken pupils on an exciting excursion or you’re embracing the curriculum in new and exciting ways, we want to hear about it. This is a great opportunity to shout about what makes your school great – and to inspire educators across the country. So get in touch now – email editor@teachersresource.co.uk with the details and someone will be in touch.

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www.teachersresource.co.uk

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Become an examiner with Cambridge Cambridge International Examinations is growing and over 10000 schools in more than 160 countries are now part of our Cambridge learning community.

To support our continued growth worldwide, we are inviting teachers to develop their professional experience by becoming Cambridge examiners.

We are welcoming new examiners for our Cambridge IGCSE, Cambridge O Level, Cambridge International AS & A Level syllabuses.

Requirements are: • applicants should have teaching experience and be educated to degree level • successful applicants will require a PC and broadband to allow them to access Cambridge on-screen marking systems.

We offer: • a powerful insight into the teaching and assessment of Cambridge qualifications • support in developing your own professional practice • the highest standards of training and support • freelance opportunities, based on contracts for services for each examination series, which fit around your existing commitments.

To apply to be an examiner, visit www.cie.org.uk/makeyourmark

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Study

Techniques With exam season right around the corner, we line up some top tips and tactics to get your pupils through these testing times

Teach them how to revise

Yes, really. Left to their own devices, teens tend to simply read over their notes without actually taking the info in or knowing what to do with it. It can really transform their study sessions if you’re able to show them a clever revision technique that’ll help them really learn rather than simply remember.

A great way to do this is by teaching kids the SQ3R system. First they skim (S) the chapter to get a sense of what it’s about; then make up a question (Q) that the exam board might ask based on what they’ve just read. Next, the three Rs: get them to read carefully the part of the text that contains the answer, close the book and recall it out loud, then review the passage to check their answer. Each SQ3R should take 10 to 20 minutes and is the perfect way to ensure they are really thinking about what is being asked of them, rather than mindlessly memorising facts and stats without thinking of the application.

Keep yourself – and your pupils – positive It’s important not to be discouraged, even when you see pupils are struggling or bored on the run up to exams. They will feed off your energy and are likely to be far more responsive if you remain positive. So next time you feel the urge to lecture them about their laziness, instead show appreciation for small steps they are making.

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Create timetables

If they haven’t already got a revision timetable, help your classes to draft one.

Without realistic goals, students can feel lost and become very stressed, which will have a knock-on effect on their confidence. A well-planned timetable stops kids from falling into the trap of only revising their favourite topics and helps them to set achievable goals.

Students need to have defined targets in order to be most productive. Help them be precise with their scheduling, so rather than saying, ‘By the end of the day you’ll know all history’, give them targets they can meet under the time constraints such as, ‘By midday, you will have understood the Hungarian Uprising’.

Back to basics

You won’t believe how many people fail exams simply because they are struggling to understand the information the question is trying to elicit. Help pupils get to grips with the various words and terminology that appear in papers regularly. For example, students need to be able to know the difference between exam words like ‘describe’ and ‘explain’. It also might be worth going over common spelling mistakes. Last year, a study found that the most commonly misspelt words in exams were ‘said’, ‘off’, ‘thought’ and ‘myself.’

www.teachersresource.co.uk

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PUPIL SUPPORT

Don’t be afraid to make your own rules

Manage their stress

If kids are struggling to concentrate during class or study sessions, don’t be afraid to set boundaries.

For example, you could confiscate mobile phones at the start of class or make sure kids are sitting at individual desks when revising. Alternatively, you may feel your pupils work better with music – allow them to bring in iPods or switch on the radio.

Teachers should keep a close eye out for the perfectionist who works too hard. They may be striving for that perfect A, but if they’re stressed out, their grades will suffer in the end. Encourage your students to still enjoy activities they love, take regular breaks and not work late into the night. It’s likely they’re already feeling the pressure – so avoid over-dramatising the significance of any exam.

Take a break

Revising for several hours in a row is not beneficial. There’s a peak to concentration, after which pupils start to make errors. Encourage students to follow the Pomodoro Technique – work is split into 25-minute slots, with a five-minute break at the end of each one.

During the breaks, encourage pupils to get up and have a glass of water – it will give the brain a chance to have a breather.

And breathe

Research indicates that if young people know how to reframe their anxiety as energy, they will be able to do better in an exam. Teach your kids deep breathing exercises to calm them: take ten deep breaths, slowly in through the nose and out through the mouth. It works.

GET APP-Y Let students use the smartphones glued to their hands for something productive for once! These apps are well worth downloading ahead of exam season

Best for organising notes

Springpad (iOS, android and web; free) Kids love any excuse to go paperless (and they love using their phones even more), so encourage them to keep all their notes in one handy app.

Springpad lets pupils grab notes, snippets of web pages, images, links and write lists in a virtual notebook – meaning all their revision can stay in one place.

www.teachersresource.co.uk

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Different things work for different pupils

Just reading is virtually useless but how students interact with their revision can vary. For some, writing notes in their own words will help, while others will prefer flashcards, listening to podcasts, or revising in a group. The most important thing is that they do something actively with their knowledge. Encourage students to experiment with different techniques to find what works for them.

Best for easing stress

Headspace (iOS and android; free with in-app purchases) Developed by a former Buddhist monk, Headspace guides your pupils through breathing and meditation techniques to help reduce stress and anxiety.

Best for brain training

Luminosity (iOS and android; free with in-app purchases) Shake things up and get your pupils to take short ‘brain breaks’ as they revise with the help of this app. Luminosity was designed by neuroscientists and offers a daily programme of mini games created to challenge memory and attention span.

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IT’S YOUR CALL BUT DON’T BE A CRASH MAGNET Road Safety Learning within Curriculum for Excellence (CfE) Road Safety Scotland have developed two free road safety learning resources specifically for secondary school pupils, and linked to CfE. ‘Your Call’ (S1-S3) and ‘Crash Magnets’ (S4-S6) are online resources aimed to engage young people in developing road skills to promote good peer influence, and provide strategies to help them to look after themselves and others in the road environment.

YOUR CALL

CRASH MAGNETS

Your Call, 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.

Crash Magnets, is a resource for S4-S6 pupils and 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.

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, using a style and range of imagery that they identify with. The resource includes 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.

Find out more at

www.itsyourcall.org.uk

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For more information go to

www.crashmagnets.com

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PROFESSIONAL LEARNING

LEARN from the EXPERTS Charitable organisations across Scotland have lots to offer schools, from staff delivering talks to pupils, to handy resources for your lessons – and many are delivering CLPL opportunities for teaching staff too.

We take a look at what’s out there THE TRON THEATRE www.tron.co.uk

For teachers hoping to deliver a showstopping end-of-term show, the Tron Theatre in Glasgow offer a range of courses in technical theatre throughout the year. Their staff will educate teachers in the basics of lighting, sound, set and costume design, stage management and props. Get in touch to find out about upcoming workshop dates.

NATIONAL MUSEUMS SCOTLAND www.nms.ac.uk

Planning a school trip to the National Museum of Scotland’s new exhibition, The Tomb: 100 Years of the Egyptian Burial? Teachers can get a private viewing of the exhibit ahead of their class visit, to help you plan your lessons. They also offer teacher orientation days to let you explore the wider museum and to get an idea of workshops and sessions. There are a few free spaces on their adult talks programme for teachers and pupils too.

LGBT YOUTH SCOTLAND www.lgbtyouth.org.uk

LGBT Youth Scotland have years of experience in delivering training to professionals from a range of backgrounds, including teachers. Topics www.teachersresource.co.uk

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covered can include understanding the needs of LGBT young people, challenging homophobia and understanding legislation and policy.

They tailor sessions to meet the needs of the school, and all training ties in with CfE and the charity’s Teacher Toolbox.

OXFAM

www.oxfam.org.uk

Oxfam work with The International Development Education Association of Scotland (IDEAS) to help teachers incorporate global citizenship into their lessons. The theme fits in well with CfE, and there’s a range of CPD options available for staff. Head online to see what’s out there.

OCEAN YOUTH TRUST

alongside an online module to help teachers understand the role sailing can play in the curriculum.

CHANGEWORKS

www.changeworks.org.uk

One of the country’s largest environmental charities, Changeworks have a range of professional learning options for teaching staff. They’ve currently got two sessions lined up, focusing on learning for sustainability, with information on waste prevention in schools. Well worth checking out if you’re after that Eco Schools flag.

CHILDREN IN SCOTLAND www.childreninscotland.org.uk

This charity focuses on the wellbeing of children and www.oytscotland.org.uk DO YOUR young people in Scotland The Ocean Youth Trust RESEARCH today – and they have take young people, lots of courses on offer If you’re covering a particular including school for professionals which topic in class, look out for groups, on ocean can help you make a associated charities or voyages aboard organisations and see what positive impact on your their fleet of vessels, training or resources they have students’ lives. Topics teaching them skills for you – it’ll definitely give include everything from that fit perfectly with your lessons the edge. mindfulness to raising pupil CfE – and they have attainment through parental an accredited residential CLPL course for staff too, engagement.

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IN THE CLASSROOM

‘The dog ate my homework’ With one primary school in the Highlands banning traditional homework in favour of reading tasks, we asked some teachers for their thoughts – and whether or not they’d be following suit

“As a primary one teacher, I hate having to sort homework and mark it.

Usually the homework is done by a parent, and I’m not sure how much it really helps the child. I think it’s nice for parents to be aware of what their children are learning in class though.”

“It’s just another exercise wherein teachers spend hours setting it, chasing it up and then marking it, for little outcome. I say spend that equivalent time ensuring your lessons are full of engaging and enriching content and the need to set work to be done outside of school is negated.”

“If I had my way I would get rid of it all besides reading homework, which I feel is extremely important.”

“It stresses families out beyond belief as teaching methods have changed so much from their parents’ time at school (particularly in maths). Children will not accept their parents’ way of doing it because it’s different – cue screaming arguments at home.”

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“Homework is a complete waste of time in my opinion. The kids who need extra practice don’t do it and the ones who don’t need it do it so amazingly.

Very frustrating. More hassle than it’s worth for teachers and the parents forcing them to do it or trying to squeeze it in.”

“I often give ‘Health and Wellbeing’ homework – things like ask your parents how their day was, help your parents do something around the house, give someone a compliment tonight, and in good weather homework is turn off the computer and go out to play. This type of homework is always well received by parents and children, and helps pupils develop their social and emotional skills.”

We did a survey in our school with parents to see if they wanted homework or not and, to be fair, the results said yes. I do wonder though how many answered ‘yes, I do think my child should have homework’ partly because they maybe thought it was the right thing to say, that they would maybe look like a bad parent if they said otherwise. I know it’s something that we as a school are going to revisit because children who complete homework in our school are in the minority.

YOUR VIEW

What are your views on homework? Is it a waste of time or a valuable part of pupils’ education?

What’s your school doing to make things more straightforward and beneficial for all?

Email editor@teachersresource.co.uk with your views and we’ll print the best next issue.

www.teachersresource.co.uk

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Kilt up andalk walk the w 17

© 2017 National Society for the Prevention of Cruelty To Children. Registered charity England and Wales 216401 and Scotland SC037717.J20161422

ril Glasgow – 30 Ap ne Aberdeen – 4 Ju st Dundee – 20 Augu ptember Edinburgh – 17 Se

© Shaun Ward Photography

Kiltwalk 20

Join a different kind of tartan army. Take on the Kiltwalk for NSPCC Scotland and join our fight for every childhood.

Sign up today at kiltwalk.co.uk Select NSPCC Scotland as your nominated charity.

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20/02/2017 13:53

BULLY

FOR HER

What happened to sugar and spice and all things nice?

When it comes to nastiness and cruelty, girls are giving boys a lesson in bullying.

Kirsty McKenzie investigates

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n Instagram photo without any ‘likes’, the Facebook invite extended to all but one, a throwaway comment on Twitter – at first glance, it seems harmless enough but under the surface girls can be responsible for unthinkable cruelty.

“I think it all stems from the idea that girls pick their own friendship groups but boys just get stuck in and play with whoever,” says Linda, an English teacher from Edinburgh. “Girls see the bigger picture. They might not use their fists but their bullying is more complex – and the damage can lasts even longer.”

Elaine Chalmers, service head for Childline Scotland, agrees. “What we find is that bullying between girls is different.

Boys are much more direct and can be quite physical. What we tend to see in girls is that it can become really personal, sometimes less physical and there is a lot of whispering and gossiping.”

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PUPIL SUPPORT

NOTHING NEW

Girls have always understood the misery of being left to sit alone at lunchtime, or the horror of being suddenly excluded from a friendship group. Girl-on-girl bullying is nothing new. But today girls aren’t just dealing with isolation and fear during break time – nowadays, their bully can follow them on the walk home and enter their bedroom at night. Bullying is now ever-present, lurking slyly on the secret corners of the internet.

“Social media is a major problem for girls,” explains Elaine. “Girls are often more likely to be on Facebook or Instagram which makes them far easier to target. They have to deal with comments about weight, how they look, whether they have too many boyfriends or not enough. It’s all very gossipy and very difficult to disprove.”

Thanks to picture sharing sites like Instagram and Facebook, there is now no escape from female perfectionism and fierce competition.

According to Elaine, the real danger is that the abuse from these sites is relentless. “It’s 24 hours a day, seven days a week, 365 days a year,” she explains. Figures support the idea that girls now face round-the-clock cyberbullying, with an 88% rise in online abuse over the past five years.

In 2012 Childline reported that they had counselled 2,410 young people about online bullying – today, worryingly,

that figure has almost doubled.

Elaine’s concern is that not enough teachers and parents warn their children of the dangers of the web. “You wouldn’t buy a child a bike and not teach them the Highway Code,” says Elaine. “And you wouldn’t allow a child to walk down a street at 11pm at night. So you need to ask – why are we allowing bullies into their bedrooms at night, allowing our children to talk to strangers and have the world know their details?”

Elaine suggests that we need to apply the same safety regulations to children’s online lives as we would in the real world, teaching young people the importance of

Tips for tackling girl bullying Teach coping strategies

a great way to prevent bullies from thinking their abuse if having an impact.

rather than enforcing a ban

Share information on how pupils can block a person who is bullying rather than just removing technology from the classroom. Getting to grips with social media yourself will give you a greater understanding of how to help your pupils.

Never allow a child to use

violence as retaliation

If they do, their violent behaviour is then controlled by the bully.

Help them gain control back by suggesting quick ripostes instead.

Use role-play to explain how a verbal response is the best way to control a situation. Replies such as ‘whatever’ or ‘that’s you’re opinion, not mine’ are

Don’t pity them Bullied children need to feel powerful so be empathic but never pitying. If you label a child a victim they will start believing that is all they are.

Build their self-worth Give children specific encouragement to help build their self esteem. Simply telling them that they’re ‘great’ or ‘doing well’ will not be enough to counteract the abuse they are hearing every day. Instead use descriptive and precise phrases that will bring them confidence.

screenshotting and collecting evidence of any abuse and using the safeguards available on sites such as Facebook and Instagram to report offensive behaviour.

Offline and inside the school gates, it’s up to teachers to look out for troubling behaviour. “Teachers need to look for signs,” says Elaine. “A bullied child might be more withdrawn, not attending lunchtime or class, they may have more mental health issues – there have been instances where young people have committed suicide or have self harmed.”

IDENTIFYING

Most difficult of all, says Elaine, is identifying when a child is a bully themselves. “It’s far harder to detect when a child is actually bullying,” says Elaine. “But we do need to pay attention to children who feel the need to bully.

Within Scotland we do have anti-bullying strategies and policies that help us to take care of all our children.”

But teachers, stresses Elaine, don’t need to feel alone in their mission.

“Teachers have a great role to play in being a go-to person,” says Elaine.

“They’re in a very unique position; providing a safe haven within schools is a great relief for young people. But we’ve all got a part to play – we all need to think more about how we treat each other. Schools have a part to play in this, but so does Childline and the parents themselves.

“I would advise all teachers to go on and have a look at the NSPCC website to find out how to tackle bullying, and they can then spread that word out to parents and, of course, to pupils.”

MORE INFORMATION NSPCC www.nspcc.org.uk, 0808 800 5000 Childline www.childline.org.uk, 0800 11 11 RespectMe www.respectme.org.uk, 0844 800 8600 www.teachersresource.co.uk

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IN THE CLASSROOM

a n s fa

g i l h d i a G The number of young people learning Gaelic in Scotland is on the up – but what are the benefits of learning our indigenous language, and what’s going on in education to help meet demand?

We found out more about growing Gaelic in our schools

www.teachersresource.co.uk

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or many Scots, their exposure to Gaelic doesn’t go much further than translated street signs, football commentary when a game is on BBC Alba and the occasional episode of Dotaman from their childhood.

But there’s a new generation of Scots who are embracing the language – and education is evolving rapidly to keep up with demand.

Thanks to changes in legislation and new Statutory Guidance on Gaelic Education, Gaelic medium education – where Gaelic is taught as the first language – is more accessible than ever.

And parents across the whole of Scotland, not just the Highlands and Islands, are scrambling to get involved.

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IN THE CLASSROOM “Gaelic medium education is looking very good,” says Mona Wilson, director of Gaelic education at Bòrd na Gàidhlig, the body charged with promoting Gaelic within Scotland, working in partnership with the Scottish Government, Education Scotland, COSLA, and local authorities.

“We are increasing numbers of pupils going to Gaelic medium consistently. It’s definitely picking up speed. It genuinely is, I think, something that is working well.”

GROWING NUMBERS

And the stats back it up. With just over 3,000 pupils going through Gaelic medium education at primary level, and 1,200 at secondary level, the number of young people accessing the language is growing and growing. In 1985, just 24 children were in Gaelic immersion classes. On a broader level, over 9,000 children in Scotland today are undertaking Gaelic language courses across primary and secondary level.

So where is the interest coming from? Since its launch in 2006, Bòrd na Gàidhlig has been charged with promoting Gaelic within Scotland, and one of the ways in which this is happening is through education. Every five years, the body must produce a National Gaelic Language Plan which sets out aims for that time frame, including through education. Bòrd na Gàidhlig is currently coming to the end of the 20122017 Language Plan, with the new 20172022 edition on its way.

“This is the third Language Plan,” says Mona, a former primary teacher herself.

“They’re there to set out Scotland’s aims for Gaelic. There are three main pillars of the next Language Plan. It’s about promoting Gaelic. It’s growing the number of people learning Gaelic and also increasing the use of Gaelic – that people are using Gaelic in a range of social settings, particularly amongst young people.”

LEGISLATORY BACKUP

The new plan has backup through legislation that will help boost their goals and aims further. The Education (Scotland) Act 2016 has, for the first time, given parents the right to request access to Gaelic medium education in their local authority if they meet certain criteria. At present, 16 local authorities have Gaelic provision in Scotland – but the Act means that this could soon spread to all 32.

The Act also includes the creation of the

“Evidence has shown that bilingualism is successful, and that Gaelic bilingualism is successful”

Mona Wilson, Bòrd na Gàidhlig

Statutory Guidance on Gaelic Education, which sets out what local authorities have to do if parents make the request for Gaelic provision.

“It informs local authorities how they deal with parents’ requests,” Mona explains. “If parents want Gaelic medium education in their local authority, the Statutory Guidance gives an explicit process. It’s almost like an instruction manual. The first part states that if five parents come along with children of the same age and under five, these are the steps you go through.”

And more and more parents are coming forward and requesting access to Gaelic for their children. The Gaelic School in Glasgow, which caters for children aged three to 18, is now at full capacity, and a second Gaelic School has opened its doors in the city’s south side. In Portree, a new Gaelic medium school is soon opening, while Lochaber Primary is another GME school which is almost full.

“There’s an interest and enthusiasm; an awakening of how important it is for our language to be used and heard,” Mona reflects. “It’s also good to be bilingual. There are many parents in Scotland who speak different languages themselves – they recognise these benefits and that Scotland has its own language. They consider it important to speak Gaelic.”

MORE COMMON

“When you have, children coming into Gaelic medium, 90% of them are from Gaelic-speaking homes,” Mona points out. “They’re learning a language very, very early on and young children have few inhibitions about learning.

They quite happily learn one language and so learning two, three – it doesn’t seem to be an issue.”

And while Gaelic can get a hard time in the press, one thing is certain – there’s a demand for it in Scotland’s schools, from immersion through to secondaries offering qualifications at National and Higher level, alongside more traditional subjects.

So what does Mona think the future holds for Gaelic in Scotland – are we on our way to a revival?

“We believe that Gaelic belongs to Scotland – that’s part of our message for the new Gaelic Language Plan,” Mona says. “It’s very important that we maintain it and we maintain a pride in it. It has to become a viable language and recent evidence has shown that Gaelic education is successful. We have the Glasgow Gaelic School which, last year, was the second best performing high school in Scotland.

That’s success – that’s the pupils’ successes. And I think that’s why it is important to Scottish education.”

Over 4 000 Scots schools pupils are in Gaelic medium education

The 1+2 approach to language learning has been a huge bonus for Gaelic education in recent years. The new requirements for primary school age children to be learning two languages other than English has meant that Gaelic is becoming more common in primaries where teachers have the knowledge and capacity to teach it – and it’s taking the fear factor out of language learning for kids too.

MORE INFORMATION For more information on Bòrd na Gàidhlig, and to read the new Statutory Guidance on Gaelic Education document, head to www.gaidhlig.scot.

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Digital Learning

IN THE CLASSROOM

Tap into your pupils’ enthusiasm for the world of the web and go digital with your lessons.

We take a look at how to use different social media apps to give your lessons the edge

Guest lectures via Skype

Putting a new face in front of pupils to deliver lessons is a great way to grab their attention, but sometimes getting the person you want to travel to your school is easier said than done.

So why not get that old university friend with the incredible job to do a Skype call and talk to your classes and answer their questions? It’s quick, easy – and the kids will love it.

Use OneNote for homework

OneNote is a Microsoft app that more and more teachers are using.

Kids can download it onto their devices for free, and you can set homework and easily see who’s done it – the fact that it’s online makes pupils more inclined to actually do it. It’s got a great function where you can set multiple-choice quizzes – and, best of all, it marks itself.

Find out more at www.onenoteforteachers.com.

Live-tweet events

If you’re doing something special – whether that’s a school show, a guest speaker at assembly or a department lecture – set up a Twitter account and get tweeting about it. This lets other schools see what you’re up to, it gives parents an idea of what’s going on and it presents pupils with an opportunity to go back and pick out the highlights. www.teachersresource.co.uk

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Snap happy

You’ll have heard Snapchat mentioned once or twice by pupils, so why not get involved?

Set up an account so you can send out revision snaps or homework reminders straight to their phones.

Start pinning

Pinterest is like a digital scrapbook – and you can set up a class board where you collect interesting articles, graphics, videos and more that are relevant to your current topic. Get started at www.pinterest.com.

REMEMBER

When using social media, always be responsible. Make sure to get permission from your head of department before doing anything, set up a professional profile on the different platforms you’re using, maintain a professional tone, don’t add pupils back on any sites you’re using – you don’t want to know what they’re sharing – and don’t be afraid to report any instances of abuse, firstly to the social media site itself and then to your PT or head teacher.

Recorded revision

To give pupils more study materials ahead of exams, what about videoing revision classes to put on YouTube, or recording the audio and uploading it as a podcast to Soundcloud?

You could even record audio and accompany it with diagrams, images or how to do the working.

Instagram it

Either as a school or a department, set up an Instagram profile to share photos from school events and to post reminders and information for pupils and parents. Don’t forget to check you’ve got consent to photograph pupils first.

YOUR VIEW

How are YOU using social media in the classroom? What’s working and what isn’t? Do you think there’s a place for social media in the classroom? Email your views to editor@teachersresource.co.uk to be featured next issue!

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IN THE CLASSROOM

PRIMARY TRANSITION with a difference

oing from primary to secondary is scary. Which is why schools are getting better and better at hosting transition events with associate primaries to make the switch to high school that little bit easier.

The science department at Greenfaulds High School in Cumbernauld have, in recent years, been going the extra mile to introduce primary sevens to their work ahead of their first day in August, with a hugely successful annual science fair. But this year, chemistry teacher John Cochrane decided to take it a step further.

“All transition events are vital, particularly with science,” he says.

“Some primary teachers find practical science difficult due to lack of resources, so a number of pupils can come to us with no real experience of the practical sciences.”

INSPIRED

After attending a SSERC training course last year, John was inspired by a talk on presentation skills delivered by Tom Pringle, and decided to put what he’d learned into practice. In December, he took to the stage to deliver a lecture aimed at primary school-aged children.

“I have always been fascinated by the Royal Society Christmas lectures, even as a kid watching them on TV,” he reflects. “That was the main aim – to have enjoyment. We rigged it so that the kids got a chance to get involved in the show too, which they really enjoyed.”

The Greenfaulds lecture, which John did over two nights, was entitled The Science of Christmas, putting the festive season under the

microscope for a more scientific take.

“We looked at Christmas Day from beginning to end, and tried to jam in as much science as possible,” he explains. “We did a wonderful thing called the Northern Lights which was some aluminium and acid and copper sulphate – you set it on fire and it produces hydrogen to give you a lovely blue-green flame. We did some alcohol whoosh bottles. You get a big bottle, put a bit of alcohol in it, spark it and up it goes in flames – linking that to your Christmas pudding.

“Then we finished with a thing called an iodine clock which can be timed to music. We did ours to Michael Buble’s Christmas, Baby Please Come Home.”

SUPPORT

Attended by primary seven pupils, their parents and teachers, John received funding from the Royal Society of Chemistry’s West of Scotland section to help with the materials for the experiments. He also got support from his principal teacher and a fellow teacher in the department, who was in charge of lighting and sound.

Feedback has been fantastic, and Mr Cochrane is already making plans for this year’s event – with even more explosions in store.

“Just seeing the kids enthused by the end of it and the positive feedback has been great,” he says.

“As a science teacher, you don’t really get the opportunity to do many outrageous experiments just for the fun of it! This was about having fun with it, but learning too.

We’re already looking at how to do it next year.”

PICS: © JANE WRIGHT

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Chemistry teacher John Cochrane hosted a primary transition event that went off with a bang ahead of the Christmas holidays last year. We found out more about it

MORE INFORMATION To find out more about The Royal Society of Chemistry and the support that’s available for teachers and your students, head to www.rsc.org.

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UNDERSTANDING

GENDER IDENTITY

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mily is an 18-year-old woman. She wears female clothes, speaks with a soft, light voice and her friends, her parents and her teachers at university all use the female pronoun when addressing her. “I identify as female. I am a trans-feminine person,” she says.

December 2016 marked the one-year anniversary since Emily ‘came out’ to her friends, family and school. They were all supportive of her, she says. But it wasn’t always easy.

Assigned male at birth, Emily is just one of the new generation of teenagers who is willing to speak publicly about being transgender – a term for those whose gender identity or expression differs from the sex they were given at birth. A 2012 survey suggested that 1% of the UK population may have gender dysphoria, but accurate statistics are hard to find, due to the number of people who will never

seek treatment or get support relating to how they feel.

SHARP RISE

What is known, however, is that we are witnessing a sharp rise in the number of young Brits reaching out and getting help for gender dysphoria – the discomfort a trans person may have with their body.

In 2016, one in 10,000 children sought support – that’s 1,419 people under the age of 18. At Tavistock and Portland NHS Trust (Britain’s only multidisciplinary clinic specialising in this field) the number of children aged ten or under being referred to them has quadrupled over the last six years. In almost 50 of these cases, the children were aged five or younger. Two of them were three years old.

These stats have been met with much confusion and concern. Surely, say critics,

* Equality and Human Rights Commission, 2012

With research* suggesting that 1% of the population have gender dysphoria – not identifying with the gender they were assigned at birth – it’s becoming crucial that teachers get a better understanding of gender identity. Kirsty McKenzie speaks with one transgender teen to find out what she thinks schools should be doing to better support pupils

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PUPIL SUPPORT

“It took me a while to understand my own feelings about gender – at least four or five months of questioning”

this is just a case of youngsters displaying vivid imaginations? And what happens when these children publicly transition – wear different clothes, change their names – and then change their minds?

Emily describes herself as “identifying that way for now”, and is at pains to emphasise that trans-identity is very different for each individual. For some, it can be fixed and they know from a very young age, while for others their gender is more fluid. “It took me a while to understand my own feelings about gender – at least four or five months of questioning and finding it quite confusing.

At the moment I am definitely comfortable with my identity and if that changes it’s fine. At the moment I am happy – that’s what I care about.”

JOURNEY

She emphasises that being transgender is far more of an emotional journey rather than a physical one, and while some people will choose to undergo surgery, others won’t.

“I do want certain psychical changes to www.teachersresource.co.uk

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happen,” admits Emily. “But it has definitely been more of an emotional journey – it was an emotional rollercoaster of coming out and worrying whether people would accept me.”

Emily first “came out” at 15, identifying as a gay male. Nearly two years later, she came out again – this time identifying as a trans-feminine person. She says her school were supportive on both occasions, putting her in touch with LGBT Youth Scotland. She has attended her local LGBT group “almost religiously” every week since she was 15. But still she thinks more needs to be done to improve the experiences of trans young people in Scotland’s schools.

“Teachers need to be given broad training,” says Emily. “They can be quite out of touch with what teenagers are doing generally, and when the whole staff of the school – not just teachers – don’t understand LGBT issues at all, that’s a problem.” She wants teachers to become more in touch with their students and be given specific LGBT inclusive education “that can then be drip-fed to students”.

“Personally, I would like to see mandatory sexual health and sex education brought into some sort of personal development classes, and from there you can talk broadly about any forms of sexuality or any forms of gender identity without having a specific set of lessons,” she says. “Making it broader and less stereotypical means students are more likely to understand things – and want to understand things.”

COST

In the meantime, a lack of understanding is costing lives. The rates of self-harm and suicide among transgender youth are shockingly high. According to research from LGBT Youth Scotland, 59% of transgender young people in the UK have attempted self-harm, 77% have experienced bullying and 37% have left education as a result of homophobia, biphobia and transphobia in the learning environment.

Critics however, are quick to argue that schools are protecting children by steering clear of the topic.

“Protecting them from what?” asks Emily.

“There is nothing harmful about knowing anything – knowledge isn’t harmful, it’s helpful.

DEFINITIONS

Transgender - An umbrella term for those whose gender ide ntity or expression differs in som e way from the gender assign ed to them at birth, and confl icts with the ‘norms’ expected by the society they live in.

Gender dysphoria - A con dition where a person experiences discomfort or distress becau se there’s a mismatch betwe en their biological sex and ge nder identity.

“When people don’t know anything, they don’t feel like they can act. So if someone doesn’t know about an LGBTQ identity and sees someone being bullied because of their identity, they’re not going to be able to assist them. Not knowing anything precipitates ignorance and hate.”

So what would her advice be for teachers going forward? “Take into account the student’s wellbeing,” says Emily. “Teachers, as a support network, have a duty to look after the people around them. By not educating yourself and or other people, you are failing in that duty.”

About LGBT Youth Scotland LGBT Youth Scotland provides training and support for teachers as well as support for transgender young people Scotland-wide, including groups and online support.

For more information, head online to www.lgbtyouth.org.uk, email info@ lgbtyouth.org.uk or call 0131 555 3940.

SERVICES AND SUPPORT Sandyford Gender Identity Service NHS Greater Glasgow and Clyde 0141 211 8137 The Scottish Transgender Alliance www.scottishtrans.org Mermaids www.mermaidsuk.org.uk Stonewall www.stonewallscotland.org.uk 0131 474 8019

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CELEBRITY INTERVIEW

My school days

CRAIG HILL The East Kilbride-born comedian takes a trip down memory lane to relive his time at Ballerup High School

AS TOLD TO LINDSAY COCHRANE

beaten up, I don’t know. What are you doing in first year, singing to the sixth years? When I think about that, I was taking my life in my hands!

MUSICAL MEMORIES

I think my favourite memory from school might be Mrs Cowie in tears – in a nice way – as I passed my music Higher by singing The Bonnie Earl o’ Moray. She told me to look out the window and imagine the PERFORMANCE Highlands of Scotland My favourite subject in a distant era. I was music, by a long managed to do SEE CRAIG LIVE piece of chalk. It was that to the point Craig Hill will be performing at the teacher – Mrs where she Oran Mor, Glasgow, on 10 and Cowie. There was started crying.

11 March as part of the Glasgow something quite I loved that.

International Comedy Festival.

Highland and soft That’s when For tickets, head to www.

I realised that and likeable and glasgowcomedyfestival.com. Keep charming about her. music can really up with the latest from Craig at I do think a teacher’s affect people. www.mrcraighill.com. personality goes a Mrs Cowie really got me.

She said, “I can hear in your long way. Given I’m a performer now, I think voice that you don’t believe in yourself.” And I said, “The boys in the there’s a lot of performance in everyone’s career – especially teaching. band say I can’t sing.” And she told me, I call it stand up non-comedy!

“Don’t listen to that – I love your voice.”

Outside of class, I played rugby once.

She was great. For a teacher to spot that – she was so sensitive and lovely.

I was quite good at it because I was scared and I could run fast. It’s amazing I thought I was really good at how motivating fear is! I joined drama French – I wasn’t. I was merde. I was classes too. I loved drama. I couldn’t quite surprised! My French teacher even believe that counted as learning. actually gave me my favourite quote Me and my friend Lynn Herrington from school: “Craig Hill. There’s a line used to do a show called Hill and between being cheeky and being funny, Herrington at lunchtime – where I sang and you don’t know it.” I’d like to think I Lena Zavaroni songs. How I wasn’t have learned that line now…

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PIC: © STEVE ULLATHORNE

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he queue for chips – that held me back at school. I don’t know what it was in East Kilbride, but we were big on carbs. A roll and chips – I wouldn’t even dream of doing that now. But that would come first – I was always late.

I had a really good laugh at school.

It was a sociable thing for me – even though you are supposed to learn too. Me and my friends were quite competitive with each other. They really spurred me on to do quite well. But, like most teenagers, you get distracted as you go on. I ended up having more of a laugh, and being more concerned with what I was wearing and what my hair was like.

www.teachersresource.co.uk

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Scotland Best of

We round up the country’s most-visited tourist attractions for some spring break inspiration. You’ll not be bored this year...

1 National Museum of Scotland, Edinburgh

www.nms.ac.uk The National Museum of Scotland takes you on a journey through Scotland’s rich and vibrant history and even further afield, packing in exhibitions on nature, art, design, technology, fashion, science and beyond. They’ve even got a giant tyrannosaurus rex skeleton on display – what more could you ask for?

With guided tours three times a day, you can follow an expert to check out the highlights of this immense collection.

From 31 March, the museum’s new ‘The Tomb: Ancient Egyptian Burial’ exhibition opens, telling the story of one fascinating tomb – well worth checking out for history buffs. Best news? It’s all free!

2 Gretna Green Famous Blacksmith Shop

www.gretnagreen.com/BlacksmithsShop

This famous building has been a focal point in Gretna since 1702 – and it was one of the earliest destinations for couples fleeing north of the border to get married! The Blacksmith Shop is still available for weddings, whether you’re eloping, planning something a little grander or just fancy checking out the weddings that take place daily.

4 The Kelpies at Helix Park, Falkirk

3 St Giles’ Cathedral, Edinburgh

www.thehelix.co.uk The 30-metre high horse head sculptures at Helix Park are a real masterpiece of design and engineering. Surrounded by 500km of connected cycle paths, this is a great day out for some fresh air with some fab photo opportunities. You can stop off at nearby Callendar House and the Falkirk Wheel while you’re in the area.

www.stgilescathedral.org.uk

This beautiful Presbyterian church on the Royal Mile, which has been around for over 900 years, is famous for its distinctive crown steeple. Restored in the 19th century, these days, the cathedral is still used as a place of worship, offering daily services.

It’s also a popular music venue, with many events free to attend. Check out the rooftop tour for incredible views of Edinburgh.

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AFTER HOURS

5 Kelvingrove Art Gallery and Museum, Glasgow

2

www.glasgowlife.org.uk In Glasgow’s West End, Kelvingrove is constantly bustling with visitors, from tiny tots to grandparents. With 22 themed galleries and over 8,000 objects, it’s almost impossible to see it all in a day!

Highlights include the Dutch Old Masters and French Impressionists, Salvador Dali’s Christ of St John on the Cross, and a natural history display which includes dinosaurs!

6 Edinburgh Castle

9 Royal Botanic Garden, Edinburgh

www.rbge.org.uk Established in 1670, this 72-acre garden offers an oasis of calm in the bustle of city life. With incredible views of Edinburgh’s skyline, the Botanics have 10 glasshouses hosting 3,000 species of exotic plants from different climate zones.

Check out the Inverleith House art gallery on-site too.

www.edinburghcastle.gov.uk

The Castle, perched upon an extinct volcano in the heart of the capital, is the nation’s busiest paid-for tourist attraction – and it’s not hard to see why. The former residence of the Scottish Royal Family, the Castle is steeped in history, fascinating exhibitions and lots of artefacts to check out, including the Scottish Crown Jewels.

Guided tours are included in the ticket price, so tag along with a tour group to be swept back in time, see some hidden gems and learn the Castle’s secrets embedded deep within its walls.

8 Riverside Museum, Glasgow

www.glasgowlife.org.uk

7 Loch Lomond Shores

PICS: © NATIONAL MUSEUMS SCOTLAND; THE HELIX;KEITH HUNTER

www.lochlomondshores.com

With their own song, it makes sense that the bonnie, bonnie banks of Loch Lomond are a popular stopping point for visitors! As well as offering spectacular views of the largest stretch of water in Britain in terms of surface area, there’s lots to see and do at Loch Lomond Shores.

With bike hire, daily cruises, Segway safaris, canoe cruises, an aerial adventure course and the Loch Lomond Bird of Prey Centre, you won’t be short of things to do here. For the less adventurous, there’s a range of shops, restaurants and cafes for a more leisurely day out.

On the banks of the River Clyde, the aptly-named Riverside Museum houses the contents of the former Glasgow Museum of Transport and a whole lot more. The modern purpose-built museum is packed with over 3,000 objects detailing Glasgow’s transport history, from its ship building days to the present. You’ll find everything from skateboards to old-fashioned locomotives, with plenty of interactive displays.

10 Scottish National Gallery, Edinburgh

www.nationalgalleries.org The impressive National Gallery, situated just off Edinburgh’s Prince’s Street on The Mound, is jam-packed with fantastic artwork to inspire creative minds. Works

by Monet, Constable, Degas, van Gogh and more adorn the walls of this impressive space.

With guided tours and suggested routes on offer, the Masterpieces trail is well worth your attention.

This 45-minute route through the gallery takes in nine world-famous works – you can pick up a guide at the entrance to work your way through.

MORE INFORMATION For ideas of places to go, things to see and events to check out in Scotland this spring, head to the VisitScotland website at www.visitscotland.com www.teachersresource.co.uk

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AFTER HOURS

WIN

PLUS

£100 5PM.CO.UK VOUCHERS

15% OFF 5PM.CO.UK PURCHASES for Teachers’ Resource readers!

Fancy treating yourself? This competition is exactly what you need

W

hat better way to de-stress from the classroom than with a luxury hotel break in the Scottish countryside? Or how about a pampering spa day in a 5-star resort?

Maybe a delicious dinner for two in one of the country’s best restaurants?

Well, top lifestyle deals site 5pm is giving one lucky Teachers’ Resource reader the chance to win £100 worth of vouchers to spend on hotels, restaurants or spas on 5pm.co.uk.

Step out of the classroom and into luxury with a chance to win this fantastic prize, available to spend at a venue of your choice on 5pm.

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HOW TO ENTER To be in with a chance of winning £100 in 5pm.co.uk vouchers, simply send us your name, the name of your school, address and daytime telephone number to: 5pm Competition Teachers’ Resource Magazine DC Publishing Ltd 198 Bath Street Glasgow G2 4HG Or you can email your details straight to:

competitions@dcpublishing.co.uk

This is a fantastic opportunity to relax and unwind – so get entering! All entries must be received by 22 May 2017. Good luck!

TERMS AND CONDITIONS The prize is for £100 5pm.co.uk vouchers for one winner only, and they can be used on 5pm Big Deals, 5pm Spa & Beauty or 5pm Hotels. Only one voucher can be used per transaction and the voucher can only be used only once. Any value not used in the transaction will be lost. The voucher can be used towards a more expensive deal.

The voucher expires 31/12/17. Entries from the UK only. One entry per household. The winner will be chosen at random. The publisher’s decision is final. The 15% discount code can be used on deals priced over £10 and is valid until 31/12/17. It can only be used once.

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PUPIL SUPPORT RESOURCE RECIPE

Davina McCall’s

CRUNCHY BUTTERMILK CHICKEN WITH ROASTED RATATOUILLE TV presenter Davina McCall shares a tasty, quick, postwork recipe from her latest collection

DAVINA’S TIP

Nice crisp breadcrumbs make the best coating so if you’ve time, toast them in the oven first. Spread the breadcrumbs on a shallow baking tray and bake them for 5–6 minutes in the oven at 180°C/Fan 160°C/ Gas 4 or until dry but not golden.

Serves 4 • 381 calories per serving Prep: 20 minutes, plus marinating time Cooking: 20 minutes 400g chicken mini fillets 1 x 284ml carton of buttermilk 75g wholemeal or sourdough breadcrumbs finely grated zest of 1 lemon 3 sprigs of rosemary, leaves picked and finely chopped 25g Parmesan cheese, finely grated 2 tbsp olive oil or spray oil 1 lemon, cut into wedges, to serve salt and black pepper

Roasted ratatouille 200g baby courgettes, cut into bitesize pieces 1 red onion, cut into wedges 1 aubergine, cut into bite-size pieces 1 branch of fresh rosemary 2 tbsp olive oil 4 branches of cherry tomatoes 1 tbsp balsamic vinegar (optional) 1 Preheat your grill to high and the oven to 200°C/Fan 180°C/Gas 6.

For the ratatouille, put the courgettes, onion and aubergine pieces in a large shallow roasting tray, spreading them out into a single layer. Add the rosemary and oil and season with salt and pepper, then grill the vegetables for 10 minutes.

2 Place the chicken in a large shallow bowl and pour over the buttermilk. Cover the bowl and leave the chicken to marinate for at least 10 minutes – you can also leave it in the fridge overnight if you’ve

planned ahead.

3 Meanwhile, in another bowl, mix together the breadcrumbs, lemon zest, rosemary and grated Parmesan and season well.

4 Remove the chicken from the buttermilk, shake off any excess and then coat each piece in the crumb mixture. Put the coated chicken on a lightly oiled baking tray, then drizzle or spray the pieces with a little oil.

5 Remove the tray of vegetables from the grill, leaving the grill on, and add the cherry tomatoes. Drizzle with balsamic, if using, transfer the tray to the hot oven and roast the vegetables for 10 minutes.

6 Grill the chicken for 15–20 minutes until golden on both sides and cooked through, turning the pieces half way through.

7 Divide the chicken between 4 plates and serve with a large green salad and lemon wedges to squeeze over.

PICS: © ANDREW HAYES-WATKINS, KARL GOUGH

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his is like a healthy version of chicken nuggets. Those packs of mini fillets you get in the supermarket are perfect, as you don’t have to bash them flat or cut them up. Marinating the chicken in buttermilk makes it lovely and tender and you also get a deliciously creamy layer between the meat and the crumbs. Best with good crispy crumbs – see my tip above.

Davina’s Sugar-Free In a Hurry by Davina McCall is published by Orion Books as a trade paperback and eBook, priced £16.99/£8.99 30 Teachers’ Resource // Spring 2017

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