Teachers' Resource - Summer 2018

Resource www.teachersresource.co.uk

SUMMER 2018

Teachers’

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

SCOTLAND’S SWEET TOOTH Childhood obesity is at an all-time high

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GOT IT! Exam Results by Text or E-mail

Make sure your students register for MySQA.

SAM is here to help on Facebook, The Student Room and Twitter.

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www.mysqa.info

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PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

EDITOR

Laura Hamilton laura.hamilton@dcpublishing.co.uk

FEATURES WRITER

Lorne Gillies lorne.gillies@dcpublishing.co.uk

STAFF WRITER

Emma Storr emma.storr@dcpublishing.co.uk

DESIGN AND PRODUCTION

Lucy Baillie lucy.baillie@dcpublishing.co.uk

PRODUCTION ASSISTANT

Lisa McCabe lisa.mccabe@dcpublishing.co.uk

SALES

Karen Mackenzie karen.mackenzie@dcpublishing.co.uk

www.teachersresource.co.uk @ResourceMagScot

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

Editor’s Letter Welcome to Teachers’ Resource!

It’s an exciting edition of your favourite Teachers’ Resource – as usual.

We take a look at some of the biggest concerns facing teachers in Scotland right now. Childhood obesity is at the forefront of our minds as the Scottish Parliament recently passed a sugar tax in order to get us all making healthier choices. We look at how childhood obesity is affecting kids today and into the future and what schools can do to help on page 5. We also tackle period poverty and how Scotland’s making waves by vowing to eradicate it forever and supply free feminine hygiene products for all on page 20.

We look at what teachers can do to look after themselves. The stress of the job can feel overwhelming at times and burnout is a growing problem for teachers – as I’m sure you’re aware. We look at what can contribute to feelings of panic and disengagement at work and how to look out for the signs in your colleagues and also yourself on page 13.

Luckily, summer is fast approaching so it’s time to relax and unwind. We round up some of the best places to go on holiday, and there are two tickets to see An Officer and a Gentleman The Musical at King’s Theatre up for grabs on page 29.

Hope you enjoy reading!

Laura’

Laura Hamilton, Editor

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What’s Inside PUPIL SUPPORT

IN THE CLASSROOM

Children’s diets are worse than adults in Scotland. Are fizzy drinks to blame?

Why are teachers’ stress levels through the roof?

5 SCOTLAND’S SWEET TOOTH

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WIN

Check out our competition on page 29 to win two tickets to An Officer and A Gentleman at King’s Theatre The Musical

18 THE POWER OF MUSIC IN EDUCATION

We talk to Heavy Sound about the importance of music in engaging young people to express themselves and what they’re going through.

20 PERIOD PAINS

Scotland’s on track to eradicate period poverty – forever. We take a look at how this will help girls’ education.

24 MAKING BANK

Did you know that you can open your own credit union at school?

13 THE BURNOUT TEACHER’S CRISIS 16 THE BIG RESULTS DAY GUIDE

Make sure that you ace results day.

PROFESSIONAL LEARNING

10 HAVE YOU THOUGHT ABOUT A LONG-DISTANCE MASTER’S?

Upskill with a part-time degree to make you the best teacher you can be.

AFTER HOURS

26 SUMMER ESCAPES

Summer is finally here! We round up the best places to escape to on holiday.

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

www.teachersresource.co.uk

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This fantastic programme will give students all the skills they need to start a career within the growing and exciting fitness industry.

NLL also offer a number of other fitness packages for schools and students.

For more information on any of the above please email katrina.rodger@nlleisure.com

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PUPIL SUPPORT

Scotland’s

SWEET TOOTH Scotland has one of the highest levels of obesity in the world – 150,000 children are medically obese. Laura Hamilton explores the health implications of childhood obesity and how teachers can help prevent it

www.teachersresource.co.uk

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oung kids struggling to run in PE, only eating junk food at lunchtime, sugar highs and lows, and morbidly obese before they’re in double digits… It’s upsetting for any teacher to witness, but unfortunately it’s the reality in many Scottish classrooms. We are in the midst of an obesity epidemic.

With the lure of cheap fizzy drinks and sweets heavily marketed across TV and social media, it’s not surprising that young people are consuming more junk food than ever.

“Both children and adults are affected by the environment that we have created,” says Dr Anna Gryka, policy officer at Obesity Action Scotland (www. obesityactionscotland.org). While it’s depressing to admit that Scotland’s sweet tooth is culturally ingrained, it does mean that it can be changed. It only takes 21 days for a habit to be formed, and young people can be more easily broken out of bad habits than adults.

Anna cites not being physically active and having a bad diet as the main causes of obesity in children, although genetics may play a part, too. However, there is plenty that can be done to stop childhood obesity from taking over kids’ lives.

While no teenager wants to give up their daily Coca Cola hit, the health risks involved in childhood obesity are scary

SNACK TIME

The main culprit is junk food – it shouldn’t make up such a large portion of our diet.

“A quarter of the food we eat has no nutritional value,” says Anna. “Advertising and marketing is everywhere. At sporting events, there’s a lot of sponsorship of unhealthy food and you’re pushed into consuming food that’s bad for you. It’s hard to avoid,” she notes.

Irn Bru, Maccy D’s burgers or a bag of Monster Munch: none of this is actually food in the sense that it nourishes your body. While the calorific intake may be high, these products aren’t providing the necessary fuel for a young person’s body, and it only means they will eat more. Add to the mix that sugar is highly addictive, then it becomes a big problem. While it’s fine to occasionally have a fizzy drink or a chocolate bar as a snack, when was the last time you saw a pupil eat an apple at break?

While no teenager wants to give up their daily Coca Cola hit, the health risks involved in childhood obesity are scary.

One of the most shocking statistics about obesity is that scientists predict the current generations of obese people may not live as long as their grandparents.

“Obesity is related to many other health concerns, too,” says Anna. “It’s linked to 13 types of cancer, to diabetes, and other health complications.”

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PUPIL SUPPORT

An obese child is more likely to be obese as an adult, but obesity is preventable and easy to reverse.

“Children’s diets are much worse than adult’s in Scotland,” says Anna. And that’s cause for concern.

MOVE IT OR LOSE IT

Another problem is that children are more stationary than ever: they watch more TV, and play with iPads and phones for hours on end. They’re stationary rather than actively playing.

“In the UK, we don’t have guidelines on the maximum screen time. In other countries, governments have suggested that two hours should be the limit,” says Anna.

21% of pregnant women in Scotland are obese, which can lead to complications during birth, and health concerns like diabetes. “This might mean that the baby is heavier than it should be,” says Anna. “A baby with an obese mother is more likely to grow up to be an obese child and adult.”

SUGAR TAX

It’s sugar that leads to obesity and not fat (although that might seem confusing). The problem with sugar is that it’s addictive and has been cheap, although the sugar tax is addressing that issue. Addiction to sugar is a real problem, and difficult to break out of. Many manufacturers, like Irn Bru, responded to the sugar tax by changing recipes, but Coca Cola just pays the tax and the sugar levels remain the same.

POVERTY

Evidence clearly shows that deprivation plays a major role in obesity, and unfortunately the more deprived areas in Scotland are more likely to bring up obese children – and adults.

“Children from deprived communities are more likely to be exposed to junk food marketing,” says Professor Russell Viner, president of the Royal College of Paediatrics and Child Health. “It’s vital the government takes bold action to tackle the obesogenic environment and support people to make healthy food choices, by restricting junk food advertising before the 9pm watershed and by limiting the number of fast food outlets opening near schools and colleges.” There’s a lot the government can do by setting regulations: recently the Mayor of London has curbed issuing fast food licences within 400m of schools.

Of course, it’s not just about advertising although it can be insidious and affect you subconsciously. Children who come from low socioeconomic backgrounds have time and cashstrapped parents who are doing the best they can with the resources available.

Junk food, takeaways and ready meals are often easier than preparing a meal from scratch. Nutritional education in the classroom, encouraging and educating children on a balanced diet, and introducing them to delicious healthy food can have a knock-on effect on www.teachersresource.co.uk

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parents.

The Scottish Government had an open consultation, and one of the things that’s been up for debate is the price promotions in supermarkets. “We have more than other European countries,” notes Anna. Sponsoring deals have also come under the spotlight.

IN THE CLASSROOM

Unfortunately, teachers can only do so much. However, Anna points out that Scotland can take the lead from countries like the Netherlands who are getting it right.

“In Amsterdam, there is a programme in primary schools called ‘jump in’,” says Anna. Teachers not only tell kids about what kind of diet makes a healthy lifestyle, but junk food is banned from school, only water and milk is drunk at breaks, and only healthy sandwiches can be found at lunch. No crisps, sweets or fizzy drinks can cross the threshold.

While it may sound extreme, hopefully pupils will get a taste for healthy food while at school and it will cross over to home time.

“Teachers can lead by example – that’s often how children learn,” says Anna. If teachers sit with their pupils at lunch and eat healthy food, it becomes normal. While this put the impetus on

the teachers to be a role model and possibly change their own eating habits, it’s important to do. After all, you wouldn’t drink a glass of wine in front of a pupil, so perhaps it’s time to apply that thinking to your lunchtime Pot Noodle and Lucozade. Your body will thank you for it.

The Daily Mile (www.thedailymile. co.uk) is another good idea, and one that is already being implemented in Scottish schools. It aims to improve the physical, social, emotional, mental health and wellbeing of pupils by taking them on a mile-long walk or run every day.

While the weather isn’t always the best, why not take the pupils outside for 20 minutes? Daily exercise is not just good for you physically, it also helps pupils concentrate on their lessons.

There are other things like extra measurements of height and weight that can be done, although it’s important to do it in a sensitive manner as eating disorders are on the rise.

“It’s shocking how many kids are worried about their weight,” says Anna.

There is a stigma around being fat and it can lead to bullying. “It’s not easy for kids,” she says. It can be hard for teachers, too, but real change has to happen in order for the students to live long and happy lives.

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ann an Coimhearsnachdan in Communities ann am Foghlam in Education

anns na h-Ealain in the Arts

anns an Dachaigh in the Home

ann an Gnìomhachas in Business ann an Turasachd in Tourism

ann an Ceòl in Music

anns na Meadhanan in the Media ann an Litreachas in Literature

... agus tha i a’ cur ris an Eaconamaidh ... and contributing to the Economy

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IN THE CLASSROOM

GAELIC

IN THE CLASSROOM AND BEYOND

The new National Gaelic Language Plan means that there has never been a better time for pupils to learn Gaelic

SCOTLAND’S NATIONAL GAELIC LANGUAGE PLAN 2018-2023

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priorities of the new plan. he National Gaelic Language The 2018-2023 Plan is the result of Plan 2018-2023 which sets out a comprehensive consultation process the framework for the faster growth of the language across with individuals, communities, Gaelic Scotland has been launched by John organisations, voluntary organisations, and public authorities and is the Swinney, deputy first minister of third plan to be produced by Scotland.

Bòrd na Gàidhlig – the public The central purpose FUN FACT of the plan is to body with responsibility Research says that encourage and enable for the promotion and learning a second development of the Gaelic more people to use language makes pupils language in Scotland.

Gaelic more often smarter – and it also There are huge and in a wider range increases employability opportunities for Gaelic of situations and to in the future promote a positive image to contribute to Scotland’s economic growth through of Gaelic, and increase business, education, publishing, learning and use of Gaelic arts, literature, drama, media and music. across Scotland.

The positive longterm future for Gaelic, Young people, education, Gaelic in the family and promotion of the social, young Gaelic speakers and learners economic and cultural value of Gaelic looks bright. Whether you’re a native speaker or a learner, this is great news. across Scotland are some of the key

www.teachersresource.co.uk

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Am Plana Cànain Nàiseanta Gàidhlig 2018-2023 air fhoillseachadh Chaidh am Plana Cànain Nàiseanta Gàidhlig ùr fhoillseachadh aig Pàrlamaid na h-Alba le John Swinney, Leas Phrìomh Mhinistear na h-Alba. ’S e prìomh amas a’ Phlana, gun tèid Gàidhlig a chleachdadh nas trice, le barrachd dhaoine agus ann am barrachd shuidheachaidhean.

Tha na prìomh theachdaireachdan, amasan, raointean leasachaidh agus geallaidhean ùra a chithear sa Phlana uile a’ toirt taic don àrdamas seo gum bi Gàidhlig air a cleachdadh barrachd.

Chithear am Plana air www.gaidhlig.scot/ga/bord/ the-national-gaelic-languageplan Bòrd na Gàidhlig, with support from the Scottish Government and across the political spectrum, works closely with partners and communities in rural and urban Scotland to promote the Gaelic language and culture. For more information about the national Gaelic language plan, visit www.gaidhlig.scot/bord/thenational-gaelic-language-plan

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PROFESSIONAL LEARNING

Have you thought about a long-distance master’s?

As a teacher, you’re aware of the importance of education, but how much do you think about carrying on with your own? Your educational journey doesn’t have to stop when you qualify. A master’s can give you a push up the career ladder and make your professional skills both unique and exceptionally suited to the complex demands of the contemporary learning environment MEd, PGCert OR PGDip PASTORAL CARE, GUIDANCE AND PUPIL SUPPORT

(University of Aberdeen) January/September start www.abdn.ac.uk This postgraduate course will give you the emotional and professional skills to support the young people you teach.

Delivered entirely online from a worldclass university, you’ll be well-equipped for the contemporary challenges of pastoral care in an educational setting.

This course can be studied full-time or part-time.

MSc DIGITAL EDUCATION

(University of Edinburgh) January/September start www.ed.ac.uk The digital age is upon us! The internet has had a profound effect on education and the process of learning itself make sure you’re fully up to date in an ever-changing world and the benefits and concerns that come with it with this course. Delivered part-time (although a full-time option is available), this course will make you confident in confronting the challenges of the modern learning environment.

MSc ASSESSMENT IN EDUCATION

(University of Glasgow) September start www.gla.ac.uk The subject of assessment in education is a complex and significant one.

This three-year online course will equip you with the skills to critically engage on a deep level, looking at assessment in the context of the local and international education systems and providing you with a solid foundation in both theoretical and practical issues surrounding assessment.

MEd INCLUSIVE EDUCATION

(University of the West of Scotland) January/September start www.uws.ac.uk As pupils come from a variety of backgrounds with a mixture of abilities and needs, it’s more important than ever to be able to take on with confidence the complex requirements of teaching in a diverse environment in an inclusive, supportive manner. This course will allow you to do exactly that, and you can study part-time for a qualification that will give you vital professional skills.

MSc MENTAL HEALTH AND EDUCATION

(University of the West of Scotland) January/September start www.uws.ac.uk Mental health of pupils has increased hugely in significance in the past few years and is increasingly important to manage in the classroom. Make yourself indispensable with this rewarding and relevant course that covers a variety of content on young people’s mental health and how it relates to their engagement with the educational world.

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IT’S YOUR CALL BUT DON’T BE A CRASH MAGNET Road Safety Learning within Curriculum for Excellence (CfE) Despite the good progress made over the years, the road environment still represents one of the highest causes of accidental death to Scotland’s young people. It is important, therefore, to maintain the excellent road safety support that already exists in schools and communities.

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

YOUR CALL (S1-S3)

CRASH MAGNETS (S4-S6)

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 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, including two feature films which explore the impact a road accident can have on young lives – one from a pedestrian perspective for younger pupils and, for older pupils, with a passenger theme. It has mobile compatibility and can be used by both teachers and students using a tablet or mobile phone.

Find out more at

www.itsyourcall.org.uk

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For more information go to

www.crashmagnets.com

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IN THE PUPIL CLASSROOM SUPPORT

THE BURNOUT TEACHER CRISIS Any career comes with challenging times and stressful encounters.

Recent figures reveal that teachers are experiencing burnout at a growing rate. Why has teaching become so stressful?

E

veryone has felt strained at some point in their lives: it’s a natural reaction to a hectic lifestyle.

However, when stress becomes allconsuming it can cause physical symptoms, feeling mentally drained and ultimately cause a burnout.

Research has shown that two thirds of people experience a mental health condition in their lifetime. The main cause for poor mental health begins with high levels of stress. During this year’s Mental Health Awareness Week the focus was stress: the most common reason teachers leave their job.

INCREASING

“I have worked for the Educational Institute of Scotland (EIS) since 2002 and from my perspective there has been an increase in the number of teachers suffering serious mental illness due to work related stress,” says Louise Wilson, assistant secretary at EIS. “This is often caused by a number of stressors with the worst cases involving www.teachersresource.co.uk

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psychiatric injury caused by stress and teachers having to end their careers due to the health effects suffered.”

Psychiatric injury is defined as nervous shock due to intentional or negligent actions. Or, in layman’s terms, due to high levels of pressure – which can come directly from workload.

The expanding demand of lesson preparation, marking, administration and ensuring students are exam-ready – not to mention hitting continued exam targets – has seen teachers leave a profession they love. It doesn’t matter how strong the drive and passion to spread knowledge and educate the future generation is when teaching becomes overwhelming.

According to figures from the Department of Education, just under 40,000 teachers quit the profession in 2016. This caused a ripple affect where positions have been left unfilled resulting in a shortfall of 30,000 classroom teachers – especially in secondary schools. There appears to be a vicious cycle of burnouts leading Teachers’ Resource 13

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IN THE CLASSROOM to shortages with no road to solving the problem.

ABSENT

Teachers’ Resource previously investigated the impact of teacher shortages across Scotland, and the UK. The current generation of teachers have different views on career longevity than their predecessors, either retraining or finding new career pathways, and the lack of STEM teachers has led to a prevalent defecit.

The shortage of teachers in the profession has led to growing demands on teachers in the workplace. Overpopulated classes means more time marking, and more complicated lesson plans. As teachers spend more time on admin and planning, there’s less time to regroup and rest, or even spend time with family or care for personal wellbeing.

Louise adds: “Increasingly, we have members who are suffering from stress and evidence identifies the increase of demands on teachers: workload, more bureaucracy and administrative burdens, dealing with behaviours of both students and parents, without appropriate support.”

All this demand on an individual can lead to increased job dissatisfaction and ill health.

RUN DOWN

A report released in 2017 shows that Scottish teachers have a higher level of job dissatisfaction compared to their English counterparts. Compiled by Dr Jermaine Ravalier and Dr Joe Walsh, it shines a light on the fact that half of teachers are unhappy with their jobs and 40% want to leave the profession within the next 18 months. Louise’s experience of working closely with educators who are experiencing burnout the research reflects the research.

Being in a position of extreme dissatisfaction in your employment is a difficult experience to be in – and it can even start to affect daily life outside of work.

We spend most of our lives in work, so it’s crucial that it’s a positive and supportive environment. Unfortunately, some schools just don’t have systems in place to support their staff.

“Where EIS members have suffered the most has been where the stress has caused ill health. Even at that stage the employer has failed to take action to support the teacher. In such cases we are left supporting members who are seeking redress for the damage caused through the civil courts,” says Louise. Although, even in extreme cases when the courts are involved, there has still not been any change – despite significant settlement 14 Teachers’ Resource

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ARE YOU ABOUT TO BURN OUT?

Burnout is an increasingly big issue in many professions, but can you recognise the signs? Burnout is not a singular condition, in fact, those experiencing burnout have symptoms linked to stress and depression.

If you experience any of the symptoms below make sure to visit your GP. People who experience severe stress can sometimes have suicidal feelings: in this case getting assistance immediately is imperative.

FEEL • Depressed, anxious, nervous or afraid • Neglected or lonely • Racing thoughts that can’t be switched off • An increased sense of dread • Worried about your health • Uninterested in life

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

payments. But what is money when a burnout has left someone unemployed, disengaged and potentially distanced from family?

Once a career which people entered for life and enjoyed, teaching has evolved into a profession that pushes people away due to increasing pressures. It’s apparent that a lot more needs to be done to stop teachers from reaching breaking point. Teachers and the future of education depend on it.

MORE INFORMATION Educational Institute of Scotland www.eis.org.uk Scottish Association for Mental Health www.samh.org.uk Samaritans www.samaritans.org 116 123 www.teachersresource.co.uk

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advert_2_Resource Summer 18 Qtr page advert 14/05/2018 12:29 Page 1

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IN THE CLASSROOM

THE BIG RESULTS DAY GUIDE A

Tuesday 7 August, 2018. The date you and your pupils have been working towards for months. Finally, it arrives and the results are in. As the nerves and excitement bubble over, make sure you ace the big reveal

cross Scotland certificates will be getting delivered or the ping of a phone will have an unread SQA text. The suspense is too much to handle, almost like it’s your own results you’re waiting on.

STAY CALM

Emotions will be all over the place on results day. Pupils, parents and teachers are all invested in the marks inside an envelope so it’s crucial that someone is a calming force. That falls on your shoulders, dear teacher.

Parents will be eager to ensure their kids have done well, students are on another planet for the full day and may not be thinking clearly. You have to make sure that you know everything about the next steps – good or bad – that will help ease everyone’s concerns.

Talking to your students away from their parents may also make the day a lot smoother. Some pupils will open their results in front of mum and dad, if the 16 Teachers’ Resource

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results end in tears – and not the good kind – then it can be added pressure to have their parents asking questions only you have the answers to. Allow an empty classroom for pupils to go into to process their results, cry, vent to you and group chat, before facing the parents.

OPTIONS

If things don’t go as planned, make sure you can guide your students with handy hints and tips for what to do next.

For those looking to get into university without the predicted grades clearing is still available. From July to September students can find an alternative course or university with UCAS (www.ucas.com).

Each year around 60,000 students find a course through clearing and go onto have successful and enjoyable further education experiences. All hope is not lost.

Heading to college to retake exams is also a popular option for students. There is a benefit here, too, as it allows a sense

of structure available from school life with a dash of independence that university has to offer. College could be the best of both worlds.

Or, why not encourage students to pop the educational bubble? There are more and more student dedicated travel sites (www.statravel.co.uk) for young ones looking to explore the world before deciding on their future career. You can’t expect to know exactly what to do at 17-years-old. Maybe a trip around South America with those hard-earned Sunday job tips will reveal the answer.

Buckle in for the results day ride with your fill of advice, tissues, and next step know how in your back pocket. You got this.

Results didn’t go as planned? Find out how you can support your pupils with SQA, www.sqa.org.uk Exam Result Helpline 0345 279 1000

www.teachersresource.co.uk

21/05/2018 15:20

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17/05/2018 17:45

THE POWER OF

MUSIC IN EDUCATION Young people who are disengaged with school can often be tarnished with the same ‘lost cause’ brush.

From family breakdowns, mental health struggles to taking on the role of carer, sometimes life gets in the way of education. The Community Orientated and Opportunity Learning (COOL) Music project is championing learning through creativity and music

L

earning comes in various shapes and forms for students. Some are instantly invested in the classroom environment and others take time to adjust. In certain instances, pupils may be completely disconnected to learning.

ARTISTIC DIRECTION

COOL Music is a collaboration between Glasgow Caledonian University and the Edinburgh-based social enterprise Heavy Sound, founded by Jordan Butler.

It has developed a programme that aids disillusioned and disengaged students to reconnect with themselves, education, and music.

Nobody can ever truly understand the struggles everyone is facing, even students in the classroom who are highachievers could be under hidden strain.

Stepping away from the traditional route of top-down musical learning – where students are educated classically in a controlled environment – COOL Music incorporates infectious drum beats, the pulsing sounds of DJ decks, to the polished chords of an acoustic guitar: putting creative learning in motion.

And it works. Entering a group, which meets once a week over 16-week periods, the enthusiasm for the class is palpable.

Young people from mainstream schools and secure units, who have experienced 18 Teachers’ Resource

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adverse childhood experiences (ACEs), have the opportunity to explore issues that are affecting them through music – even subconsciously – resulting in greater connection to school and peers.

CONNECTION

The reason the project is such a success is the dedicated relationships Jordan and his team create with every single student.

Everyone involved with Heavy Sound has lived experience of issues that may affect participants, allowing a natural bond to arise.

“I do speak to them about my own experiences, for example homelessness, and I try to use it as a positive. We can all have these experiences and we can all come back from them with the right support. For some groups it’s not relevant, but it’s how we are as individuals; treating each other as human beings and working on that level where nobody is above anyone else,” explains Jordan, who also experienced drug and alcohol abuse before finding solace in hip hop.

As a rapper, Jordan has the pulse of music in his veins which he puts together with his lived experience to relate to young people on a level they can connect with. This approach provides a safe and creative space for young people to learn, develop skills in music production,

creative writing and more, opening up a world of potential.

DEVELOPMENT

Linda Bendle, operations manager at Heavy Sound says: “At the moment we’re not SQA accredited, but we’re working on it. By the end of the programme, the kids are educated to National 4 level, which we evidence through using the same National 4 outcome frameworks as schools.” The learning that happens within sessions is clear – as is the pride from young people involved.

“Creativity is universal: it’s such a calm and therapeutic way to work with someone where the learning takes place without most of them knowing about it,” adds Jordan. “You can be sitting quietly working on something together where you’ve got freedom and having somebody to work with when there is no pressure between you. It’s a partnership in learning, allowing people to flourish.”

Linda agrees: “You see the progression each week – even from those who are not www.teachersresource.co.uk

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PUPIL SUPPORT

“Creativity is universal, it’s such a calm and therapeutic way to work with someone” musical. We had one young person who hadn’t attended school for months. After a few sessions he had learned about all the technology and got on the mic in front of the full group; he didn’t perform, but he gained the confidence to get up there.

Now, he’s attending school and although he has no interest in pursuing music, he is less disengaged.”

NEXT STEPS

Heavy Sound runs projects for students from all walks of life and the organisation is gradually operating in more mainstream schools. With schools able to use Pupil Equity Funding to support similar projects, there will soon come a time where the power of music will be felt across schools in Scotland.

The effect of COOL Music’s impact on young people is palpable on entering a session, and the success is already visible. At the end of sessions, participants can liaise with graphic designers and filmmakers to learn a whole new art form, before going to local www.teachersresource.co.uk

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radio stations to have the songs they’ve written and performed broadcast over the airwaves.

For pupils who may feel disillusioned and self-conscious in the classroom, Heavy Sound provides an opportunity for them to thrive, whilst learning valuable transferable skills. From songs played on radio stations, empowerment to take pride in a piece of work independently made, to the next step into further education, COOL Music can take credit for facilitating these experiences.

Alicia Santana, currently studying music at Edinburgh Napier University, joined Heavy Sound as a participant through her volunteering time with Who Cares?

Scotland. Making her way from a young participant to a volunteer, Alicia is a testament to the valuable work the group achieves. She can also provide lived experience of being in care.

“Every single time I see a young person’s face light up because of something they’ve achieved, or something they’ve done, it makes me

realise why I’m doing this – because it is so important,” explains Alicia. “Knowing the impact it has on young people is really valuable for me.”

About to enter her third year at university, Alicia already has ambitions to be a community music practitioner facilitating groups like Heavy Sound and projects like COOL Music to reach their full potential. And, most importantly, to engage with as many young people as possible.

School can be challenging for some. It’s time to put away the negative stereotypes of problem students and instead embrace projects like COOL Music that can facilitate learning in a unique way – and even discover untapped musical talent.

FIND OUT MORE Let the music do the talking with COOL Music in your school.

Find out more information by visiting, www.heavysoundcic.co.uk

Teachers’ Resource 19

21/05/2018 15:22

PERIOD PAINS While periods are painful and uncomfortable, a pupil’s menstrual cycle shouldn’t be a barrier to education.

Scotland is on a mission to end period poverty

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PUPIL SUPPORT

P

eriod poverty is when girls and women don’t have access to sanitary products – a sad state of affairs in modern day Scotland. It leads to missing school, feelings of shame, and even using makeshift feminine hygiene like rags which can cause toxic shock.

Menstrual cycles can be a taboo subject at the best of times and the embarrassment can be hard to shake off for teenagers buckling under peer pressure – but bodily functions shouldn’t get in the way of education.

Girls usually experience a period once a month, and it can come accompanied by debilitating side effects including migraines and cramps.

All females experience period pains differently, and not all periods are the same, but what all women have in common is that their periods are stigmatised. Periods are considered unhygienic and often concerns around menstrual health are dismissed and delegitimised, which makes girls unwilling to speak up when they are suffering.

ESSENTIAL

Another factor that leads to period poverty is that feminine hygiene products are not cheap – it’s a monthly and often hidden cost. There was a furore when people found out that tampons were classed as a luxury item and were subject to VAT tax, unlike men’s razors which are seen as an essential item.

Of course, financial restraints aren’t the only reason behind period poverty.

It’s also centred around the shame

“It’s unacceptable that anyone should miss out on their education just because they’re menstruating”

Monica Lennon

that girls and women feel about their periods that is culturally learned and even encouraged – this has to end, too.

Period poverty is a gender issue and a poverty issue, and one that must be tackled.

“Research from the Scottish Government and YoungScot has already revealed that one in four young people at school, college and university have struggled to access sanitary products,” says Monica Lennon, a Labour MSP for central Scotland, who has been tirelessly campaigning against period poverty for years.

“Anecdotal evidence has previously shown that girls are missing days at school, or are having to use totally inappropriate products to manage their periods by stuffing their underwear with socks or even newspaper,” she says.

It’s completely unacceptable that young girls should have to resort to using socks to soak up their period blood in Scotland in 2018. The issue has been brought to the attention of the public – partly thanks to Monica’s campaigning – and the government and schools are acting accordingly.

CHANGE

Luckily, the government has listened to concerns and is on track to outlawing period poverty. From autumn this year, Scotland will be the first country in the world to supply sanitary products for free in educational institutions.

“It’s unacceptable that anyone should miss out on their education just because they’re menstruating, and have to face the stress and indignity of not being able to access products when they need them,” says Monica, who is delighted that the Scottish Government has committed to free sanitary products access in schools, colleges and universities.

There’s been a domino effect throughout Scotland as organisations take period poverty seriously: even Celtic FC has committed to providing free sanitary products in Celtic Park stadium from next season.

But it doesn’t stop there. Monica is bringing forward a bill to parliament that will make providing sanitary products a legal duty for educational institutions, alongside establishing a universal right of access to free sanitary products for anyone in Scotland who needs them.

A pilot scheme is being rolled out in Aberdeen, supplying free sanitary products to women in low-income households and will report back to Holyrood by the end of the year.

“I look forward to the day where period poverty in Scottish schools, and rights across Scottish society, becomes a thing of the past,” Monica says.

Hear, hear. Let’s hope that Scotland eradicates period poverty forever.

HOW TO HELP “My own research has been richly informed by the experiences of teachers and I’m delighted that Nicola Fisher, the Educational Institute of Sscotland president has been a forefront of the campaign,” points out Monica. As a teacher, your first-hand experience is needed by the government.

By the end of the year, your school will supply free sanitary products to all pupils who need them, but unfortunately more work needs to be done.

There is a lot of ignorance around female sexual health, and the taboo that surrounds periods.

Encourage your school to discuss period poverty in departmental meetings and filter that through to the classroom to end the shame of menstrual cycles.

www.teachersresource.co.uk

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Teachers’ Resource 21

21/05/2018 15:24

Ionnsachadh a-muigh do sgoiltean agus òigridh • Ionnsachadh ceangailte ris a’ Churaicealaim • Cur-seachadan leotha fhèin no le amas sònraichte • Cànan, cultar, àrainneachd agus eachdraidh • Co-obrachadh, misneachd agus conaltradh • Seirbheis ann an Gàidhlig, dà-chànanach, do luchdionnsachaidh no dhaibhsan a tha ùr don chànan

Outdoor learning opportunities for schools and young people • Curriculum focused outdoor learning • Standalone activities or linked to wider objectives • Learn more about language, landscape and history • Team working, confidence and attainment focussed delivery • Available in Gaelic or English, for Gaelic learners and those new to the language

Spòrs Gàidhlig,Loidse a’ Ghlinne Mhòire, An Aghaidh Mhòr, Alba, PH22 1QZ Spòrs Gàidhlig,Glenmore Lodge, Aviemore,Inverness-shire, Scotland, PH22 1QZ

01479 861 366 • fios@spors.scot

www.spors.scot 022_TRS_Su18_ADV.indd 22 Spors FP.indd 8

17/05/2018 08/02/2018 17:46 16:02

PUPIL SUPPORT

GAELIC IN THE GREAT OUTDOORS For teachers working in the Gaelic medium, or even in mainstream English language schools who have pupils interested in learning the language, Spòrs Gàidhlig is a great new resource

T

he outdoor activity organisation offers opportunities to schools and young people to get them into the beautiful Scottish countryside and explore the natural landscape in the medium of Gaelic.

There are plenty of fun activities to choose from, including skiing, gorge walking, bush-craft and orienteering, and the list is growing – pupils certainly won’t be bored.

Learning Gaelic in an immersive environment, doing activities in the language and having fun makes it easier to learn. Pupils often learn best by doing, and Spòrs Gàidhlig creates a supportive and exciting environment in which young people can thrive, have fun, learn new skills and improve their language abilities.

As students learn to associate Gaelic with the Scottish countryside and fun and exciting activities, it will fire up their synapses and they will associate Gaelic with adventure.

CULTURE

Spòrs Gàidhlig isn’t just about sport and exercise though – it’s also educational www.teachersresource.co.uk

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and a brilliant way to take learning out of the classroom. For Gaelic learners, learning about the history and culture of Gaelic can make the experience much more relevant, and even inspiring. Spòrs Gàidhlig offers recreational programmes about place names, geography and geology as well as history, so pupils can get to know lots about a culture they may otherwise not have a huge amount of knowledge about. Much of what’s available aligns closely with the principles and requirements of the Curriculum for Excellence.

Spòrs Gàidhlig can be flexible with sizes of groups, and can advise and assist with transport logistics, including ferries.

Spòrs Gàidhlig may be fairly new, but as part of Comunn na Gàidhlig it draws on years of experience in youth and community activities. Its own instructors are fully-trained and bilingual. Plans for the longer-term even include a Spòrs Gàidhlig Outdoor Centre – so keep your eyes peeled.

MORE INFORMATION For more information, visit www.spors.scot Teachers’ Resource 23

21/05/2018 15:41

PUPIL SUPPORT

MAKING BANK Good personal finance should start in schools

C

ar loans, student debt, bad credit… When it comes to money there are so many decisions to be made when you reach adulthood. As with everything, what you learn in school could change the direction of your life. As a teacher, money isn’t necessarily a subject you’re well-versed in. But have you thought about setting up a school credit union so students can learn by doing?

BANKING

Scotwest wants to show how easy and fun it can be for young people to think about their finances and learn about money management – by taking control of their cash. While membership to the credit union is restricted to those aged 16 and over, the co-operative works in partnership with nurseries, primary and secondary schools across the west of Scotland offering the opportunity for staff and students to open and run their own credit union branches.

It’s a great introduction to finance, encouraging children to think about saving and to develop sound money management skills for the future, not just as savers but as ‘employees’ of the school’s credit union branch, whether as a teller, accountant or even security staff.

Pupils save with Scotwest through their school branch by opening a MoneyWise Account. They can add to their savings on a regular basis by making deposits at their branch and check their balances at any time by registering for Scotwest’s online banking service.

Young savers up to the age of 13 will need the help of a parent or guardian to act as trustee and authorised signatory for the account and to help them manage the account on a day to day basis. From the age of 13, the account holder takes on full responsibility for the account and from this point online banking access also includes the ability to make withdrawal requests to the account’s registered bank account.

At the age of 16, the MoneyWise Account will be closed and the account holder may apply to become a Young Member of Scotwest, taking advantage of a full range of savings accounts including long term Notice Accounts and Christmas Savings Accounts. All savings held in the MoneyWise Account at that time will be transferred to a new Scotwest Saver Account.

SCHOOL

Scotwest works with the school by providing the support and paperwork necessary to set up the branch from account application forms, withdrawal slips and savings books to confidentiality agreements and customer verification letters. How the branch is run will be up to the school; from whether it opens fortnightly or weekly to what the branch is called. Scotwest makes it as simple as possible for the school office to bank the money either by cheque through the school’s bank account or giro slips.

Scotwest Credit Union is a member owned financial co-operative focussed on delivering better financial lives for members by offering competitive and fair financial services. If you want to find out more about opening a Scotwest School Credit Union Branch please call 0141 227 2390, or visit www.scotwest.co.uk/moneywise

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www.teachersresource.co.uk

21/05/2018 16:09

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17/05/2018 17:46

Summer

Escapes It’s nearly time for the end of term and that means no exams, no lesson plans and no marking, just six weeks of peace away from class. But, before you know it, it will be time to head back to work, so why not make the most of your summer holidays and escape for some well-deserved time away?

CULTURE TRIP

City breaks are the perfect way to escape for a long weekend and experience the best culture and food a city has to offer. Visit one of our hand-picked destinations and you might even catch some sun.

Barcelona, Spain

Barcelona has the perfect balance of city and sea. All the top tourist sites are within walking distance of each other, but if you want to cheat and see them all at once, hop on the Transbordador Aeri del Port, the port cable car, to be transported over the city to a vantage point with stunning views. Hit the beach in the afternoons or shop like you’re from the continent on cobbled streets laden with archways and secret side streets. Don’t forget to check out the music scene. We recommend visiting one of the city’s many jazz bars to chill out of an evening with a glass of locally made wine.

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Antwerp, Belgium

If you love unusual architecture, Antwerp is the place to be.

Belgium’s second biggest city will take you from fairy tale to the future in a matter of streets with its mix of old-world and ultra-modern buildings. Visit MAS, the city’s museumgallery hybrid, to be taken on a journey from tribal times to modern life. If you don’t fancy going inside, the building itself is a work of art. Wander around the city’s ancient streets to discover secret gardens and quaint coffee shops filled with locals. Make sure you sample the country’s famous exports, beer and chocolate while you’re there.

Berlin, Germany

Take a trip to Berlin to enjoy coffee and culture.

Don’t leave Berlin without visiting some of the important historical sites: the Brandenburg Gate, Reichstag and the Berlin Wall are all musts. For some serious shopping, head to the Mall of the Berlin which has 270 stores and one of the biggest food courts in Europe.

Visit the East Side Gallery to experience history and modern art coming together.

It’s the longest open-air art gallery in Europe, located on a stretch of the Berlin Wall. Before you leave, be like a local and pick up coffee and the city’s finest bread from Zeit fur Brot bakery. www.teachersresource.co.uk

21/05/2018 15:50

AFTER HOURS

BY THE SEA

Holidays by the sea are a one-way street to relaxation. Laze on the beach all day with a cocktail in hand for the ultimate de-stressing experience and a tan that’ll have your friends back home jealous.

Amalfi Coast, Italy

Italy’s Amalfi Coast provides the route for the most stunning road trip of your life. Fly in to Naples and make your way around the jagged coastline stopping at every beach you see. Stop in Sorrento, Ravello, Positano, and of course Amalfi, while you’re there and take a boat trip to Capri to experience the height of Italian luxury. Be sure to sample the limoncello and food in every town along the way. If you get car sick, take the same route on the water and admire the houses built along cliff faces from the sea.

Santorini, Greece

For a taste of luxury head to Santorini in Greece. The picture-perfect island is known for its cliff faces packed with multi-coloured buildings. Stick to the west coast of the island for a taste of the luxe life or head to the east coast of the island for untouched black sand beaches and volcanic landscapes. Wherever you decide to go on the island, the food and wine will be locally sourced and unforgettable. Make sure you take plenty of pictures, Santorini will give your friends the ultimate case of holiday envy.

Algarve, Portugal

The Algarve might be known for its resorts, golf courses and water parks, but if you’re looking for an escape from the mainstream beach holiday, it’s the perfect destination. Villages boasting some of the best beaches in the country are dotted along the coastline providing the perfect sun traps. Getting away from the typical tourist spots also means getting a taste of the real people, landscapes and food of the country’s most popular region. Rent a car to truly enjoy the long coastline.

STAYCATION

Staying at home for the holidays might seem like a boring option, but there’s plenty of locations in the UK that are just as stunning and exciting as those abroad.

Island hopping, Scotland

Island hopping is one of the easiest ways to see the best landscapes Scotland has to offer.

Ferry services like CalMac offer specialised tickets which allow you to plan your route and then buy one collective ticket for your holiday, taking some of the stress out of travelling. Visit everywhere from Mull to Stornoway to experience the most incredible castles and whisky.

Whether you want to drive, cycle or get public transport, this is the ideal holiday to explore the UK. Make sure to book accommodation in advance, as some islands only have one hotel.

www.teachersresource.co.uk

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Kent, England

A staycation doesn’t have to mean no sun, sea or sand. Kent offers some of England’s best coastlines filled with castles including Hever Castle and Dover Castle, orchards, and windmills.

Rent a bike and go on a trip round one of the county’s coastal trails or head to one of the spots that inspired Charles Dickens’ writing. After a long day of exploring, visit the market town of Faversham to sample beer from Britain’s oldest brewer at Shepherd Neame Brewery. For a more chilled out day take a tour of the area’s vineyards, walk through the national parks and admire the abbeys.

Bath, England

Prepare to be dazzled by the history of Somerset’s most famous city. A visit to Bath requires more than just a day trip with so much to see and do.

Visit the mesmerising Roman baths followed by a picnic from the farmers’ market in front of the Royal Crescent.

Go on a walking tour of the city to experience the best architecture and learn about the city’s history and its famous residents including Jane Austen. Head to Ilford Manor to experience live jazz and classical concerts, or follow in the footsteps of the stars and visit famous film locations in and around the city.

Teachers’ Resource 27

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21/05/2018 15:59

COMPETITION

WIN TICKETS TO

AN OFFICER AND A GENTLEMAN THE MUSICAL We’ve teamed up with King’s Theatre in Glasgow to give away two tickets to An Officer and a Gentleman The Musical this September.

Read on to find out how you could be in with a chance of winning…

T

he world premiere of a new musical will simply sweep you off your feet!

Based on true events, An Officer and a Gentleman The Musical follows the Oscar-winning film starring Richard Gere. Its feel good soundtrack includes the hit song from the movie like Up Where We Belong along with many other 80s classic anthems including Girls Just Want to Have Fun, Livin’ On A Prayer, Heart of Glass, Material Girl, Don’t Cry Out Loud, I Was Made for Lovin’ You, and The Final Countdown.

The story follows Zack Mayo who is in training to become a US navy pilot. When he rolls into boot camp with too much of a swagger, drill sergeant Foley makes life hard for him and it turns out he has a lot of growing up to do. When he falls for local factory worker Paula Pokrifki and tragedy befalls his friend and fellow candidate, Zack realises the importance of love and friendship and finds the courage to be himself and win the heart of the woman he loves. It’s only then he can truly become an Officer and a Gentleman.

THE PRIZE

HOW TO ENTER To be in with a chance of winning, simply answer this question: Where does Paula work? a. A bakery b. A factory c. A shop

We have a pair of tickets to give away for An Officer and a Gentleman The Musical at King’s Theatre in Glasgow on Tuesday 11 September at 7:30pm.

Send your answer, along with your name, address, daytime telephone number, and the name of the school in which you work to competitions@dcpublishing.co.uk.

All entries must be received by Tuesday 31 July 2018.

Good luck!

TERMS AND CONDITIONS The prize is non-transferrable and cannot be exchanged for cash or other performances. Prize is one pair of tickets to see An Officer and a Gentleman The Musical on Tuesday 11 September at 7:30pm at King’s Theatre Glasgow. Transport to and from the theatre is not included. One entry per household. The winner will be chosen at random. The publisher’s decision is final. Please be advised An Officer and a Gentleman The Musical contains themes of an adult nature and strong language.

www.teachersresource.co.uk

029_TRS_Su18_Competition.indd 29

Teachers’ Resource 29

21/05/2018 16:54

CELEBRITY INTERVIEW

My school days

LEWIS CAPALDI When pupils graduate and disappear into adulthood, you might not be aware of the impact that you had on them. We caught up with St Kentigern’s Academy former pupil, Lewis Capaldi of Bruises fame, to take a trip down memory lane

L

ewis Capaldi shot to fame at the end of 2016 after his music was noticed on SoundCloud.

One EP, two headline tours, four singles, and over 55,000 Instagram followers later, the 21-year-old still looks back fondly on his school days.

He attributes part of his success to his time as a student at St Kentigern’s Academy, or St Kents as its known, in Blackburn, Scotland. “It was a really good school to go to. I think it helped me in terms of becoming better at music,” Lewis says.

MUSIC DEPARTMENT

Lewis started writing songs when he was only 12-years-old, and was encouraged by the music department at St Kents to keep going with his love for music. The music department was a relaxed environment and let kids learn different instruments and use equipment outside class time. “It was very open,” he says. “They let you come in to use equipment and come in during lunch, which I felt really helped during my time there.

To use the facilities like we got to… It definitely helped.”

THE VALUE OF SUPPORT

The positive impact that teachers make on their students can last a lifetime. Even though he wasn’t a straight A student at school, music and English classes are fond memories for Lewis.

“I felt really supported during my time there,” says Lewis.

“Me and Adam Warrington,

who plays guitar for YUNGBLUD, we used to go in and play instruments at lunch. There was a studio we could book and that really helped me. It was great.”

His favourite teacher was in the music department. “Music was one of the subjects I was into.

Everyone in that department was really good, but Miss Foster was class,” he says.

Even in the midst of his success and fame, it’s clear that

“To use the facilities like we had it definitely helped…

I think it helped me in terms of becoming better”

30 Teachers’ Resource

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Lewis values his time at school, his teachers’ dedication to his learning and how it contributed to his success.

We caught up with his favourite teacher, and while Lewis may have known her as Miss Foster, she has since married. Mrs Moore says: “I have great memories of Lewis’ time here at St Kents. We are so proud of all of his success and the hard work it takes to make it in such a competitive industry.

As a school, we are following his career with interest and wish him every success in the future.”

www.teachersresource.co.uk

21/05/2018 15:54

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