Earth Day: Investing in our Future

“The secret of change is to focus all of your energy not on fighting the old, but on building the new.” Socrates

When the ancient Greek philosopher Socrates coined this phrase, he couldn’t have imagined that what he said would be so relevant 2400 years later. Of course, the Greek philosopher couldn’t have predicted our modern-day environmental crisis but his words are food for thought.

In 2022, Earth Day’s theme is ‘Invest in Our Planet’. This theme shows the urgency to replace our long-established practices that harm planet earth, with more environmentally-friendly ones. We can do this by respecting our planet whilst shopping, thinking and living sustainably. This can be achieved, as Socrates said, by not focusing on fighting the old but by learning from it and using it to build something new for our future.

What Is Earth Day?

Earth Day is an annual event that began in 1970. It happens on the 22^nd April each year and welcomes thousands of participants who want to learn more about our environment and contribute to our planet’s protection. 

Gaylord Nelson, an American senator, was the founder of Earth Day. He proposed the 22^nd April as the day dedicated to Earth, where people would be taught about environmental issues. After the 1969 Santa Barbara oil spill disaster that killed more than 10,000 dolphins, seabirds, sea lions and seals, Nelson wanted to raise awareness and point out how crucial it is to protect our planet.

52 years after that first Earth Day, the aims remain the same: firstly, to raise awareness about the various environmental issues and challenges that our planet faces; and secondly, to call people to action. 

How Is Earth Day Celebrated Around the World?

There are many different ways to celebrate Earth Day, and throughout the world, countries have found their own unique way to dedicate this special day to our planet.

In the United States of America, scientists and civic organisers offer training sessions on environmental issues; rallies and marches are also organised. In Japan, more than 100,000 people attend family activities and learn about businesses that encourage sustainability. In India, there are activities where participants dress in green to represent the colour of the earth, as well as attending events focused on protecting the Asian elephant, an endangered species. In Switzerland, an international school hosts a green sale in which they raise funds to plant trees, and the children play recycling games. 

All of the countries that celebrate Earth Day welcome thousands of people who attend events and speeches on environmental challenges; some people volunteer at these events and it’s not uncommon for creatives to take part in order to help spread the message through their art.

How Can We Raise Awareness at Schools?

The clock is ticking but fortunately we still have time to take positive action to ensure the protection of our planet for future generations. As educators, we can play an important role in that. By teaching our children about sustainability and the importance of taking steps to protect the environment and everything around us, we contribute to the extension of our planet’s life. Education is a powerful tool and raising children who are climate and environmentally literate means that we support the future activists and advocates of our planet, who will do their best to protect it.

So, as an educator, what can you do in practice to encourage awareness and positive action? Here are some simple ideas:

• Bring nature indoors. Make your classroom biophilic by choosing natural light instead of artificial (when possible), using natural materials and decorating with plants and greenery. Children will love taking care of them and the greenery is naturally  calming for their nervous system. 
• Take your learners outdoors every day. Don’t let bad weather put you off. With the proper clothing, children will benefit from getting out in differing (but not dangerous!) weather conditions. Aim to take them out in the playground every day; you can have an outdoors literacy or numeracy lesson, build nests and houses for tiny little creatures, plant trees or flowers, litter pick or organise a race around the school. Whatever you choose to do, it will benefit not only your learners’ relationship with the outdoors but also their mental and physical health.
• Take your learners on nature walks in the local park or visit national parks. If you can’t visit national parks, look online as there are many that you can access digitally from the convenience of your classroom.
• Use only natural and sustainable materials. Demonstrate to your learners how to reuse old clothes to create cushions for the classroom and create recycling bins from unwanted boxes.
• Be a role model. Make sure you turn off the lights and electronics when you leave the room. Use these lovely posters as a reminder for you and your learners. Ensure that you print in black and white whenever possible or use Twinkl’s Super Eco version, which saves ink. 
• Teach your learners how to be more sustainable in their everyday life, from their clothing, to their nutrition and home life. 
• Engage learners in eco groups, encouraging them to take part in ‘green’ discussions in their school and local community and take positive action.

How Can Twinkl Help Me?

Twinkl is here to support you in your mission to help build a sustainable future by starting from your classroom. Twinkl Scotland have collated a variety of resources that we’re sure will support you in creating meaningful and high-quality learning experiences. 

• Check out our wide range of resources on the topics of Global Citizenship, Sustainability and Global Goals. There are plenty of resources for every primary school stage.
• We believe that gaining knowledge on how our planet works and how other beings live on it is very important for raising awareness. Visit here for Early Level, here for First and here for Second Level and teach your learners all about planet Earth.
• Since education starts from the people who deliver it, we have created resources that aim to support you in your learning about ‘green’ practices, which you can incorporate into your teaching. 
• Why not read our lovely blog that provides ways in which you can help your learners connect with nature? Moreover, Twinkl Green Week has a variety of resources that we’re sure you will love.

Learning doesn’t stop there. Twinkl Scotland have partnered with MOBIE, Ministry of Building Innovation and Education, to bring to you resources that will inspire young people to build the homes of the future, which are sustainable, friendly to our planet and healthy places to live. Keep your eye on our Scotland Partnerships page for these in the near future!

Many think that one person can’t change the world. However, if we work together to educate our learners on environmental issues, we will guide them to have a greater awareness of the challenges facing our planet and inspire them to protect it.

As UN Secretary-General Ban Ki-moon once said, “There can be no plan B because there is no planet B.” Earth is the only home we have and it’s our duty to protect it.

Building Our Future: A STEAM Challenge for the Whole School

You’ve been asked to organise a Science Week or a Technology Week for your whole school. Perhaps for added complexity, it has been suggested that you could link it to the United Nations Global Goals and Targets. Where do you start? Relax, you’ve got this! Put the kettle on and read on to find out how a STEAM Theme could be the answer. In this blog, you will find out what Twinkl’s STEAM Themes are all about and how to use them throughout the school. You will discover innovative resources made in partnership with TV presenter and architect George Clarke’s charity MOBIE: Ministry of Building Innovation and Education.

What Is STEAM? 

STEAM is an acronym for Sciences, Technologies, Engineering, Arts and Mathematics. 

These subjects are taught individually to develop knowledge but a STEAM approach encourages learners to apply these skills in an interdisciplinary way similar to how people work in the real world. Consider an architect; they would use all of the STEAM subjects to do their job!

A STEAM challenge asks a question that needs a solution. The learners then take what they have learnt and apply it to real-life problems: testing theories, exploring laws of nature, designing or sometimes simply observing what happens. 

 Why Use a STEAM Approach in School?

There are lots of reasons why a STEAM approach to learning can be beneficial. Here are a few:

·         Exploring real-life contexts to build connections in learning;

·         Encouraging exploration, discovery, creativity and innovation;

·         Decision making, group work negotiating and risk assessing;

·         Developing skills that can be applied to a variety of careers that may not even exist yet;

·         Technology is a vital part of our future;

·         Skills overlapping as they would in the workplace;

·         It’s great fun!

What Is a Twinkl Steam Theme and How Can the Whole School Get Involved?

There are plenty of exciting STEAM activity ideas out there, perfect for clubs, home learning and the classroom. It’s not as straightforward trying to plan a whole school STEAM event. 

What if I told you that there is an innovative whole school challenge that you can download? 

Twinkl STEAM Themes allow learners across the primary school stages to collaborate and explore an exciting topic together. It includes:

1. A whole school introduction PowerPoint to explain the ‘Big Bang’ challenge to all the learners.
2. Eight individual class ‘Question Spark’ challenges will provide progression of skills from the youngest to the oldest of learners in your primary school. Each has been planned following the Curriculum for Excellence and linked to the UN Global Goal targets. Composite classes can select which Question Spark is most suitable for the learners. Schools that have more than one class per year group can simply have more than one class working on each Question Spark. 
3. A PowerPoint for each year group that takes the learners step by step through the challenge following a level appropriate design cycle.
4. Real-life experts providing advice for your learners.
5. A scrapbook style PowerPoint that can be edited to include photos and quotes from learners and then shared with the wider school community to celebrate their combined efforts and successes.
6. A Toolbelt PowerPoint for teaching staff that includes a ‘Bringing You Up to Speed’ video and an interactive to-do list that can be checked off.
7. No printing is required and all challenges only require items usually already in schools or can be sourced for free.

Building Our Future with MOBIE

MOBIE, Ministry of Building Innovation and Education, is an education charity established by architect and TV presenter George Clarke. They have collaborated with Twinkl to produce this challenge to inspire young people to build the homes of the future that are healthier, happier and kinder to our planet. Meet George and the three engineers and architects who will guide you through this design challenge.

Here is Twinkl’s Building Our Future STEAM challenge:

1. Building Our Future: Whole School STEAM Challenge Pack (include link and preview image of the resource)

George Clark explains the ‘Big Bang Question’ in this introductory PowerPoint. How can our homes be happier, healthier and kinder to our planet? Also included is the editable scrapbook-style PowerPoint to celebrate the whole school’s combined efforts at finding solutions to this problem.

2. Building Our Future: Pre-5 STEAM Theme Challenge Pack

Can you make a future home for the Three Little Pigs? Linked to UN Global Goal 11 Sustainable Cities and Communities.

3. Building Our Future: Age 5-6 STEAM Theme Challenge Pack

Can you make a growing roof for the Three Little Pigs? Linked to UN Global Goal Target 15.5 Protect biodiversity and natural habitats.

4. Building Our Future: Age 6-7 STEAM Theme Challenge Pack

Can you encourage wildlife into the built environment? Linked to UN Global Goal Target 15.5 Protect biodiversity and natural habitats.

5. Building Our Future: Age 7-8 STEAM Theme Challenge Pack

Can you collect rainwater? Linked to UN Global Goal Target 6.4 Increase water-use efficiency and ensure freshwater supply.

6. Building Our Future: Age 8-9 STEAM Theme Challenge Pack

Can you use locally sourced materials to make a home? Linked to UN Global Goal Target 12.2 By 2030, achieve the sustainable management and efficient use of natural resources.

7. Building Our Future: Age 9-10 STEAM Theme Challenge Pack

Can you reuse and repurpose to make a low carbon house? Linked to UN Global Goal Target 12.5 Substantially reduce waste generation.

8. Building Our Future: Age 10-11 STEAM Theme Challenge Pack

Can you show how insulation makes a difference? Linked to UN Global Goal Target 12.5 Substantially reduce waste generation

9. Building Our Future: Age 11-12 STEAM Theme Challenge Pack

Can you power a house with renewable energy? Linked to UN Global Goal Target 7.2 Increase global percentage of renewable energy.

Resources to Support STEAM Exploration

Twinkl STEAM Themes aim to use items that are readily available in schools or can be sourced easily for free or low expense. Secondary schools in your learning community or a local business might be able to lend suitable kit or provide expertise.  

Bringing new technologies into the classroom offers exciting learning opportunities and vital skills for the learners future, however, not all STEAM learning needs to rely on this. Creativity and innovation can come from imaginative play inspired by low-tech, readily available materials.

You might want to consider having a rummage box for learners to look through and incorporate into their models and prototypes. Although older learners could be asked to source their own components and encouraged to reuse and recycle.

There are many things you could put in a rummage box and you’ll likely find learners will start to contribute interesting items they find to the box. 

Here are just a few suggestions, but please consider the appropriateness of each for your learners:

cardboard boxes
tubes
yoghurt pots
plastic lids
colourful sweet wrappers
tinfoil
lollipop sticks
wool
rubber bands
sticky tape
masking tape
pipe cleaners
building blocks
chopsticks
paper muffin cases

unwanted kitchen items: baking trays, wooden spoons, sieve, 

Collect items from walks or the garden too:

offcuts of wood
pine cones
twigs
leaves

Bilingualism

What does it mean to be bilingual?

Being bilingual is knowing more than one language. There are all kinds of bilinguals: people who grow up using more than one language, people who move somewhere their first language isn’t spoken and of course all the people who learn a new language for any one of a million reasons!

Monolingual is the term used for someone who only knows one language, a phenomenon all too common in the English-speaking world. Many English speakers think that English is enough and sometimes struggle to understand bilingualism or its value. Increasingly though, many of us are waking up to the potential benefits of bilingualism, regardless of the languages involved.

Firstly, bilinguals tend to be better at learning other languages. There are often physical reasons for this. They are more able to make shapes and sounds using their mouths and voices. They are aware of sounds that might not be in the daily language, so they can hear sounds that monolinguals might not be able to pick up or recognise. This can also mean that they can come up with multiple ways of expressing the same thing!

Bilingual people can often be better than monolinguals at multitasking and focussing attention. This is because they are constantly activating and deactivating a language depending on lots of different things: their audience, the social situation or their own emotions! Can you think of a time you have had to control what you say or write, by using the right words or tone for a situation? Bilingual people are doing this constantly.

Bilinguals are also often considered to be capable of more flexible thinking. There is evidence to suggest that they are more capable of understanding that if there is more than one way to say something, there is more than one way to do something! This could have lots of implications in real life. Imagine being better at lateral thinking, problem-solving and finding creative solutions to complex problems as a result of having learnt another language!

Bilingualism can make people better readers, creative thinkers and good listeners. Bilingual people can sometimes have a better linguistic awareness than monolingual people. This means that they can sometimes notice nuances, see patterns and be more attentive than those who don’t have this type of awareness.

Finally, there is also research that suggests bilinguals are better at ignoring irrelevant information. Have a look at this famous experiment and see how many times the white team pass the ball. Do you notice anything unusual? This activity is included as part of a PowerPoint, explaining some of the more common effects of bilingualism and discussion points for First Level pupils in both English and Gaelic.

Bilingualism is a fascinating area and we hope that with these resources we can open up a conversation and support you to talk to pupils and their families about what bilingualism means to them, celebrating diversity and encouraging belonging.

Find our resources about Bilingualism here.

A Time to Remember – Remembrance in the Classroom

November is upon us again and soon we will see people wearing poppies on television, on social media and around us in everyday life. Remembrance Day and Remembrance Sunday grow ever closer and it’s a time where learners may have questions about their meaning or purpose.

What is Remembrance?

At this time of year in an act of remembrance, we remember those who have died in conflicts across the world; not just in the First and Second World Wars. The 11^th of November is Remembrance Day. It is also known as Armistice Day and sometimes as Poppy Day. 

The First World War ended at 11am on the 11^th day of the 11^th month in 1918. Since 1919 a two-minute silence has been held at 11am on this date to remember all those who gave their lives to protect others. On Remembrance Sunday, services of remembrance take place in churches and at war memorials across the country. At the Cenotaph in London, political leaders and the Royal Family pay their respects by laying wreaths of poppies. In Scotland, the First Minister and political leaders pay their respects at the Scottish National War Memorial at Edinburgh Castle. Many other countries mark Remembrance Sunday in their own way too. This year Remembrance Sunday will be held on Sunday 14^th of November.

Why Is the Poppy a Symbol of Remembrance

Poppies are the flowers that grew on the battlefields of France in the First World War.  By wearing a poppy we show that we recognise the sacrifice made by those who lost their lives in conflicts. By giving a donation for the poppy, we help raise money to support servicemen and women who have been affected by the wars they have fought in, as well as to support the families of servicemen and women who have lost their lives. 

Poppies were first sold in Britain in 1921 to raise money for the Earl Haig Fund: a charity that looked after ex-servicemen and women. They were so popular that in 1922, the British Legion opened a factory manufacturing poppies staffed by ex-service personnel who had been injured during the war. This continues today and in Scotland, poppies are made at Lady Haig’s Poppy Factory in Edinburgh. This factory is also staffed by disabled war veterans.

Why Is Remembrance Important?

It is important to share why we remember and the significance of events with our learners. Without the efforts and sacrifices made by those in the armed forces and by civilians too, our lives today would be very different. The actions of the men and women who served in these wars have helped protect the freedoms our society has today. They believed in the causes they were fighting for and their memory should be treated with dignity and respect.

How Can I Engage My Learners in Remembrance Activities?

The Poppy Story Information PowerPoint and All About the Poppy Story PowerPoint Presentation tell the story of the poppy as a symbol of remembrance with lots of discussion points for learners. These resources have been created in partnership with Poppyscotland in order to recognise the importance of remembering those who gave their lives. By exploring the topics of Remembrance and the First and Second World Wars, learners will understand more about the demands placed on people during these times. Ordinary men and women were asked to do extraordinary things that required a level of courage and bravery that many of us can only imagine. There are many stories from wartime of exceptional people. Learners will be amazed by the stories of Sir Tommy Macpherson – Scottish Significant Individuals Sir Tommy Macpherson PowerPoint, Elsie Inglis  – Remembrance Day Scottish Women Elsie Inglis PowerPoint and by what happened to the 51^st Highland Division at St. Valery – St. Valery and the 51st Highland Division Differentiated Fact Files. These people and their stories should never be forgotten.

Resources for Remembrance

The following links are a selection of the resources available to help with Remembrance in your setting:

St. Valery and the 51st Highland Division PowerPoint

St. Valery and the 51st Highland Division Differentiated Reading Comprehension

Remember the Forgotten at St. Valery Newspaper Template Activity Pack

Remembrance Day Scottish Women Elsie Inglis PowerPoint

Remembrance – Scots at War Quiz Cards

Remembrance – Scots at War Activity Pack

Remembrance Scotland’s National War Memorial Differentiated Reading Comprehension

Whole School Assembly on Scotland’s Heroes Remembrance Day

Scotland’s Heroes Remembrance Poppy Worksheet

Celebrating St Andrew’s Day and Saint Andrew

This blog post introduces who Saint Andrew is and how he came to be named the patron saint of Scotland. There are also links to some of the resources Twinkl Scotland offer to support teaching and learning about St Andrew’s Day, allowing you to celebrate the day with your learners.

Why Teach About St Andrew’s Day?

In Scotland, the Curriculum for Excellence recognises the importance of a broad general education for learners, beginning in the early years up to the third year of secondary school. The purpose of the curriculum is to help learners become effective contributors, successful learners, confident individuals and responsible citizens. To become a responsible citizen the curriculum highlights that learners should understand the world and Scotland’s place in it. To achieve this, it is important to have knowledge and understanding of the history, culture and heritage that shapes Scottish life and society. 

Saint Andrew, the patron saint of Scotland, is a key figure in Scotland’s history and St Andrew’s Day is an excellent opportunity to introduce learners to this important piece of Scotland’s history and heritage.

Who is Saint Andrew?

Saint Andrew is the patron saint of Scotland as well as being the patron saint of Russia, Greece, Barbados, Sicily, Ukraine, Romania and Cyprus. A patron saint is usually considered to be a very holy individual who watches over and protects people or places. It is believed that Saint Andrew was a fisherman from Galilee and a follower of Jesus. He spent his life spreading the message of Jesus however, Saint Andrew was killed by the Romans in Greece for doing so. Andrew did not feel worthy of being crucified on the same cross as his leader so was crucified on an x-shaped cross, much like the cross that appears on the Saltire, Scotland’s national flag.

You may question what this has to do with Scotland and how Andrew came to be the patron saint of the nation. It was not until hundreds of years after his death that a Greek monk named Saint Regulus dreamt he was to take the relics of Saint Andrew to the far west. Saint Regulus was shipwrecked on the east coast of Scotland in a village called Kilrymont in Fife. Saint Regulus then buried Andrew’s bones there and built a church on top. The village has since been renamed, as I am sure you have guessed, St Andrews!

In 832 AD, a Pictish king claimed Andrew appeared in his dream the night before he was about to head into battle. On the day of the battle an x-shape appeared in the sky above the battlefield and the Picts were victorious. It is believed that this is when the Saint Andrew’s Cross was adopted as the national flag of Scotland.

It wasn’t until 1320 that Andrew officially became Scotland’s patron saint. He was described as Scotland’s patron or protector in the Declaration of Arbroath

Classroom Activities to Celebrate St. Andrew’s Day

St. Andrew’s day is celebrated in many schools across Scotland on or around 30^th November. Wearing tartan, learning about Saint Andrew, eating Scottish food and taking part in ceilidh dancing are some of the ways schools might celebrate with learners in the classroom.

At Twinkl we always like to do our best to help support teachers in celebrating key events and we have a range of resources for you to celebrate St. Andrew’s day this year.

Begin by teaching learners a little about the history of Saint Andrew to widen their knowledge of who he is and how he came to be the patron saint of Scotland. 

This PowerPoint is an excellent resource for introducing Saint Andrew to First Level learners.

The life of saint Andrew PowerPoint

There are some excellent St. Andrew’s Day resource packs created to support teaching and learning for each level, filled with many engaging resources.

St Andrew’s Day Early Level Resource Pack

St Andrew’s Day First Level Resource Pack

St Andrew’s Day Second Level Resource Pack

This St Andrew’s Day Activity Booklet has lots of activities for First Level learners to help them learn more about the story of Saint Andrew.

Second Level learners can learn more about Saint Andrew and develop their reading comprehension skills with this St Andrew’s Day Differentiated Reading Comprehension Activity.    

Learners can have some fun colouring in these two different sets of colouring pages.

St Andrew’s Day Scottish Mindfulness Colouring Pages

St Andrew’s Day Colouring Pages

Teach about the origin of the Scottish flag and its links to Saint Andrew by asking learners to recreate it in many different ways using this Scottish Flag Colouring Page.   

Still looking for more? Click on the level you teach for further resources:

World Teacher’s Day: Why We Teach

The Best Job in the World

This past year has been unlike any other. Some teachers will have braved the storm, some will have changed careers and many new teachers will have joined the profession. We all have one thing in common and that’s our passion for education. 

A career in teaching is unbelievably varied and unbelievably rewarding. Many teachers will tell you that despite the difficult day they’ve just had, they completely adore their job. Some will put it down to their amazing colleagues and many will tell you they have the best learners. Every teacher will have their own tales to tell. Remember the time your learner did something unexpected? Remember the day that your class’s Numeracy and Mathematics learning FINALLY clicked into place? Having these small successes and stories keeps us going when it’s harder to love our jobs. After all, we all have tough days, weeks or sometimes even months.

This World Teacher’s Day, the Twinkl Scotland team wanted to share with you our own personal reasons for choosing teaching. Some of us are still fairly new to the profession and others have been teaching their whole lives, but we all live richer lives thanks to this incredible vocation.

Why We Became Teachers

When I asked our amazing team of dedicated teachers why they chose the profession, there were a wealth of reasons. 

Personally, I joined teaching because I genuinely love learning. I was the child sitting at the front of the class hanging on every word my teacher said and, much to my parent’s surprise, I was the child that asked for extra Maths homework. The love of learning is not unique to me and when I consider the wide range of talents we have on the team, it’s clear that all of us share this passion.

Some of my colleagues became teachers because of how rewarding the role is. There’s nothing more exciting than working with learners and seeing all the pieces begin to fall into place. We sometimes describe it as ‘the lightbulb moment’ and if we’re lucky we get to see that moment quite frequently. 

Others have been inspired by their own teachers when they were growing up. As teachers we often underestimate the impact that our own enthusiasm for learning can have on the children we work with. Considering some of my colleagues still citing their teachers as an inspiration after 25 years in the profession, it’s clear that a good teacher sticks with you for life. Some of us were even inspired to ‘join the family business’ by following the footsteps of dads, mums, aunties and a range of other teaching relations. One of my colleagues described her family as ‘Gaelic activists’ and became a teacher so they could contribute to the education of future Gaelic speakers.

Some colleagues love to see others succeed. Whether this was seeing a loved one struggle with learning and dedicating time as a child to support them or enabling adults with complex needs to find independence, the rush of pride you feel for someone who overcomes challenges is immense. One colleague shared how at age six they would help a family member with a learning disability, setting up whole schemes of work based on their favourite books.

Of course, undoubtedly one of the most important reasons we became teachers is that we love working with children. One of my colleagues wrote that ‘kids bring them joy’ and I couldn’t agree more. They say that in showbiz you should never work with children or animals, most likely due to their unpredictable nature. For me, it’s exactly this unpredictability that makes the role so dynamic and enjoyable. I loved when my learners would surprise me with different questions and ideas during class time. Sometimes, of course, those surprises were tricky, but we always found a way to not only work through them but learn from them too.

The ‘Worth It’ Moments

The feeling you get when you see a learner succeed where they felt they couldn’t or where they let down their defenses is like no other. Anyone who has children of their own or that works with children will know it well. It’s a feeling of overwhelming pride and joy for the child. I profess that I’m not a person that cries much, but some of my fondest memories of teaching often bring me to tears. These are the moments that make being a teacher worth it.  Here are some of the moments that made my colleagues burst with pride:

These are just a number of stories among countless others that remind teachers why they chose their career. They make the years of study to become qualified worth it. They make every single classroom observation worth it. They make the staff meetings and professional development learning sessions worth it. They make the early mornings planning and late nights marking worth it. They make the hard days easier and the good days incredible. 

They make teaching the best job in the whole world.

Restore Your Practice With Restorative Practice

In education, we are always looking for ways to improve the quality of learning and teaching for the children in our care. However, in the last few months especially, the focus for educators has shifted towards the emotional wellbeing of our learners. Our children have been through so much and the repercussions are beginning to surface in classrooms across the country. Many learners are struggling to deal with ‘big emotions’ and we naturally want to do all that we can to support and nurture them.

This blog investigates ‘restorative practice’ and explores how this approach can be used in the classroom setting and beyond.

What is Restorative Practice?

Traditional behaviour management systems tend to focus on acknowledgement of bad choices, followed by a punishment/negative consequence. However, restorative practice employs a different technique. The restorative approach seeks to empower learners, helping them to take responsibility for their actions, understanding why it happened and what consequences their actions have caused. 

I often explain to colleagues that traditional behaviour management techniques where children are punished and then the issue is considered to be ‘dealt with’, is much like putting a plaster on a punctured tyre. You may have temporarily ‘fixed’ the problem, but you haven’t actually addressed it. Furthermore, the situation will more than likely escalate.

The restorative approach involves meeting with all children involved in a situation and looking to develop, nurture and repair relationships. The onus is not on an adult intervening and telling the child what the consequence of their action is. Instead, the adult should initiate a thought process that helps children themselves understand why they did it as well as the consequences. If learners understand the reasons for their behaviour and the full repercussions for themselves and others involved, they are less likely to ‘reoffend’. 

How Does it Work?

The whole approach stems from the following questions that empower learners to really think about their behaviour:

• What happened?
• What were you thinking and feeling at the time?
• What have you thought about it since?
• Who has been affected and in what way?
• How could things have been done differently?
• What do you think needs to happen to make things right?

Remember, that for this approach to be successful, you must give the children time and space to calm down first. When children are experiencing ‘big emotions’ it is next to impossible for them to think rationally – just as it would be difficult for us as adults to achieve.

It is also important to know that this set of questions is not only discussed with the ‘offender’ but any other learners involved. This ensures that a fair and balanced process is followed, especially as conflicts are very rarely completely one-sided. 

What Does Restorative Practice Look Like in the School Setting? 

There are many situations where restorative approaches can enhance the environment for learners and staff members alike so let’s explore them and see how they might look in practice.

Daily Classroom Behaviour Management

The most effective way of developing a restorative approach to behaviour management, is to model it in your daily language.  An example of  this is to make an ‘affective statement’: “When you talk over me, it makes me feel let down.” Additionally, you can ask learners ‘affective questions’: “Who do you think was affected by you making that choice?  How has this action affected them?” 

By immersing your learners in restorative language, this gives them a strong foundation to build upon and really think about the choices they make.

In the Playground

The majority of friendship fall-outs happen at break or lunchtime, with many of these unresolved by the time learners go back into the classroom. This results in pupils who are not ready to learn and teachers who are left to use valuable teaching time to resolve these conflicts. Instead, playground staff can use the restorative script to address fall-outs more effectively.  Here is an example of one such scenario:

• What happened? “I told Tim that I don’t want to play with him, ever again.”
• What were you thinking and feeling at the time? “I was angry because Tim always chooses what game we play and I’m sick of it.”
• What have you thought about it since? “I’m still angry but I feel sad that I made Tim cry.”
• Who has been affected and in what way? “Tim is upset because I told him I didn’t want to play with him and I’m upset because I’ve lost my friend.”
• How could things have been done differently? “I could have told Tim I wanted to have a choice, before I got too angry.”
• What do you think needs to happen to make things right? “I need to apologise to Tim, but tell him if we play a game together, we need to take turns when choosing the game.”

This script would then be repeated with Tim, so that he can also see the part that he played in the incident.

Peer Mediation

The main intention behind restorative practice is to empower learners to regulate their own behaviour and choices. A key part of this is for learners to help peers identify and resolve their own issues. This would involve very focused training for learners and a clear remit. They are not there to ‘police the playground’; instead, they are there to be approachable and visible to peers. Peers can come to them for advice to resolve minor friendship fall-outs. They would also be trained to send learners to staff members if the incident is too advanced for them to deal with.

Peer mediation equips learners with lifelong skills that can be applied in a variety of settings, as well as freeing up playground staff to deal with more challenging incidents. 

Bullying

This is an issue that often proves to be controversial within education. Many educators believe that ‘bullies’ need to be punished severely, however, this often proves to be ineffective.  

All too often, learners who become ‘bullies’ have a variety of unmet needs and issues themselves, therefore punishing them does not help the situation. Restorative practice can help to identify the cause of their behaviour and help the learner think about their choices in a far more constructive and emotionally intelligent way.  

In this situation, the adult would get both parties together to explain their thoughts and feelings; each having the opportunity to speak uninterrupted and impartially. After both parties have been heard, the focus should shift towards repairing the relationship by agreeing upon a solution. It is vital that everyone collaborates at this point, as the ownership of the action becomes shared – not just the responsibility of the ‘bully’ or the ‘victim’.

Finally, the situation needs to be monitored carefully, with regular updates and check-ins; more intervention from adults may be required to resolve the situation fully.

What Are the Benefits of This Approach for Learners? 

• Ownership of Actions

By listening to the person/people their actions have directly affected, learners are more likely to understand and take responsibility for their choices.

• The Impact of Their Actions is Evident

Being face-to-face with the person/people they have hurt is an unforgettable and emotional experience for learners that really highlights the consequences of their choices.

• They Can Decide to Resolve Conflicts

Learners can use the restorative approach to decide to make a positive change. They have the opportunity to apologise for their previous actions and work collaboratively to ensure a happier outcome is achieved in the future.

• Repaired Relationships

The process of both parties in a conflict feeling they have been valued and listened to, can often be the change required to repair a relationship. The outcome could be to restore a friendship or an agreement to respectfully avoid each other – both acceptable resolutions.

• The Influence Over Future Choices

Most importantly, restorative practice is a great way of influencing the choices learners make in the future. This is due to the way the method really gets to the root of actions, as opposed to merely punishing them. 

What Are the Benefits of This Approach for Teachers? 

• A Consistent Approach to Conflict Resolution

Implementing a restorative approach to behaviour management across the school results in improved consistency for all learners and staff. The terminology is familiar for all involved and everybody is working towards a shared goal.

• Less Disruption in the Classroom

As the approach becomes fully embedded within a school-setting, children are better equipped at dealing with conflicts themselves. Additionally, they have more strategies to help them regulate their behaviour, thus preventing conflicts in the first place. This means that teachers have less disruptions during learning and teaching time. 

• Improved Relationships and Calmer Classrooms

Developing, nurturing and repairing relationships is at the heart of restorative practice. This approach helps staff and learners to understand each other better, leading to increased empathy and more effective relationships between staff and learners, as well as learners and peers.

• More Resilient and Independent Learners

This approach to behaviour management empowers learners and enables them to take responsibility and ownership for their own decisions.  It really develops a range of life skills for learners that will equip them well for the future. Learners are more resilient problem-solvers and less likely to give up at the first hurdle to success. They are also far more likely to approach issues independently, instead of looking for adult intervention and support straight away.

What Resources Can Support Me In Implementing Restorative Practice?

• Visual resources for Learners

This conflict resolution poster is a great visual aid for learners, to help them solve conflicts independently. This conflict resolution techniques poster supports children through each step of the conflict resolution process. Why not create a ‘Calm Corner’ in your classroom, to help learners regulate their behaviour? This calm corner resource pack could help you create a calmer classroom environment.

• Activities for Learners

This kindness PowerPoint is a great whole-class resource to promote a more empathetic and positive environment. These resolving conflict cards are a wonderfully creative way of encouraging children to think about the consequences of choices on others, as well as identifying ways to resolve issues.

• Reflective resources for Learners

When addressing a conflict that has already happened, this conflict resolution activity sheet uses the key restorative questions to encourage learners to understand the reasons for their actions and improve future choices. Similarly, this behaviour reflection sheet supports learners in analysing their choices, as well as considering how to prevent these actions in the future.

• Support For Teachers

This helpful behaviour management tips for primary teachers guide, is full of helpful techniques that support restorative practice. Additionally, this solution-focused behaviour management planning template is a great way to approach behaviour management in the classroom. The editable template gives you the opportunity to reflect with your pupils on what they enjoy in class and the challenges they face, so that you can work together to create a proactive strategy to support their learning.

• Information for Parents

Hand out this positive behaviour management leaflet for parents and carers, to explain what positive behaviour is. There are also helpful tips to promote positive behaviour at home and ways to encourage children to show positive behaviour choices.

Maths Week Scotland 2021

What Is Maths Week Scotland?

Maths Week Scotland is a week-long series of activities and events created to celebrate the way that Numeracy and Mathematics help us engage with the world around us. It was set-up to help realise the ‘Making Maths Count’ advisory group’s recommendation in 2016 to transform Scotland into a nation of mathematicians and dispel the stigma surrounding the subject.

We’ve all at one time or another met a learner who thinks they’re ‘not good at maths’ or that maths is ‘too hard’ for them – you might even have been that learner yourself! Of course, teachers know that this is simply not the case despite it being a common belief. Maths Week Scotland is about showing learners how exciting mathematics can be and how they can master this curricular area with enthusiasm, resilience and time.

Maths Week Scotland is now entering its fifth year, with schools across the country sharing the incredible learning opportunities provided by teachers just like you. This year’s events will focus on the theme of ‘Our World’ which looks at maths through the lens of sustainability, the great outdoors and how learners might use their maths skills in everyday life.

How Can I Engage My Learners?

Twinkl Scotland and Maths Week Scotland have teamed up to share our passion for learning through a series of partnership resources focusing on decoding the world around us. We have created resources for Early, First and Second Level to help you engage your learners in some exciting mathematical challenges.

For Nursery and Primary 1 learners we have these fantastic Early Level Practical Challenge Cards to develop a range of mathematical skills such as recognising patterns, shape recognition and ordering. We also have this Nature’s Numbers Outdoor Learning Ideas to help you bring mathematics to life through outdoor learning.

For First Level learners we have this brilliant set of Maths in Real Life Blether Stations that ask learners to consider how Numeracy and Mathematics has shaped the world around them. From money to measure, from patterns in the environment to technology powered by complex mathematical procedures, the activity challenges how many of us see maths and broadens your learners viewpoint. Why not take your learning outside using this great shape spotting activity?

Second Level learners can use this brilliant Daily Maths Diary to record their encounters with Numeracy and Mathematics throughout the week, helping them to see how important maths really is in their lives. We have also compiled this Teacher Ideas for Maths Outdoors with Older Children to help you provide high-quality learning experiences for your P5-P7 learners whilst ensuring you can make the most of the outdoor environment. 

We also have Squared Paper Worksheets that can be used with learners at every stage as well as homework grids suitable for Early, First and Second Level learners.

Still looking for more exciting Numeracy and Mathematics activities? You can always find more resources through our Curriculum for Excellence Browser that allows you to search for resources related to specific Experiences and Outcomes, or you can look for resources by the CfE Level. Click for Early, First and Second Level resources.

Where Can I Find More Information?

We hope that you’re feeling energised and ready to engage in some incredible maths with your learners! More information about Maths Week Scotland can be found on their website, where you can find a range of resources including activity packs from Education Scotland as well as other ways you can get involved in events. Put your school on the map and follow on Twitter to be the first to hear about new events and resources.

Check out our partnership page for the full set of resources created for 2021.You might also want to do further work on growth mindset generally. Check out our blog on Developing a Growth Mindset with your Learners for more information and resources.

Teaching Abroad

This blog shares my experience of teaching abroad and gives advice to teachers finishing their probation year as well as those who have more experience who would like information about what it’s like to go abroad to teach.

My Story

I did my probation year over 2009-10. It was a time of real uncertainty as many probationers from previous years hadn’t managed to secure permanent employment. I felt like every time I met up with teacher friends there was a murmuring of panic and desperation as we swapped stories of colleagues who had been familiar faces on the supply list for years. I tried to concentrate on passing my probation year, thinking ‘I’ll cross that bridge when I come to it.’ 

The year went on and my long-term relationship came to an end. Soon after this, I began seeing a fellow teacher who I’d trained with. After we had been together for a few weeks, he told me that he had something to tell me. Not quite sure where this was going, I replied ‘Go on…’. He went on to say that he’d been offered a job in Dubai. I remember sputtering ‘But what about me?!’ ‘Come too!’ was his immediate response. Now, had I come across a friend who had been seeing someone for a matter of weeks and decided to move halfway around the world with him, I know exactly what I would have said, but my decision was made in seconds. I would go too. 

I spent the next few months combing through advertisements for many different schools. I had interviews in London and over Skype. I got up at 5am because of the time difference. I talked to agencies. I was offered various positions and was rejected from others because I was ‘too Scottish’. Eventually, I landed a job at the same school as my boyfriend after they decided to expand. In late May, it was official: we were moving to Dubai!

Things to Consider 

There are many things that you have to consider before making the move abroad. I could list countless pieces of advice, but will keep it to five main points. 

1. Recruitment

Many schools begin recruiting staff what may seem absurdly early, in November or December, for the following academic year. If you are interested in applying, have a look before Christmas to see what’s out there. Most recruitment will be done in early January and February. Senior leadership teams sometimes travel to meet prospective staff but with the rise in popularity of Zoom and Google Meets, interviews are likely to be conducted online.  Don’t panic, however, if you feel you’ve left it too late. Some schools, for many reasons, may still be looking for staff in May and June for September. Because of the nature of these jobs, people may decide not to take up posts or existing staff at the school may have to leave without much notice, so the school has to do recruitment later. 

It is also worth noting that in the Southern Hemisphere, the school term runs from January or February to December, which is very different from what we are used to in Scotland. 

Something that I was concerned about was the fact that most schools that I applied to followed the National Curriculum of England and Wales, something that I had no experience with. However, having trained in the Scottish Curriculum for Excellence meant that flexibility was ingrained in me! Our head teacher confessed to a group of Scots in our school that he loved how Scottish teachers were trained and always found that they had no problem switching to teaching the National Curriculum whatsoever. I also know Scottish trained teachers who happily changed over to the International Baccalaureate, Australian and even American curriculums. 

2. Type of School

Do consider the type of school you’d like to work in. Schools come in all different shapes and sizes. There are a plethora of private schools, each with their own unique qualities. There are for-profit and non-for-profit schools, which can make a huge difference. Some schools may have a religious focus. Which curriculum would you like to teach? Think about the facilities in the school and how you fit in. Are you particularly sporty or can you offer a language? Look at school websites and think about what you could offer them. 

I worked in the same school as my other half, which is something you may want to consider. Is your partner in education too? Will they be able to find suitable employment in their field if you make the move? I appreciate for some, the thought of working closely beside their partner or spouse may sound claustrophobic but given that the school we worked in had 2500 children, we rarely saw one another during the school day! Teaching couples are an attractive prospect for international schools, so remember you can make a joint application. Another important thing to note is that often unmarried couples cannot legally live together and same-sex relationships may be illegal in some countries. Research your destination and thoroughly check what is and is not acceptable to find somewhere you will be comfortable living. 

3. The Package 

When you work abroad, schools often provide you with accommodation or give you an allowance for you to find your own. Check whether you will be housed with a flatmate or alone. How far is the accommodation from the school and amenities? Will you drive or take public transport? Depending on where you live, you may be able to rely on local transport but in other places, a car may be less a luxury and more a necessity. 

You may also be offered money towards bills, flights to your home country once or twice a year and if you have children, you may be entitled to subsidised or even free tuition fees for them. Check if your package includes medical insurance. Different countries have different approaches to medical care and although there can be government hospitals, you may still have to pay to use them.  

Research how much you’ll have to earn to have a decent standard of living. I turned down one job as after going through the interview process, the contract stated that it paid half the salary of what other schools were offering. Having done my research, I knew I would have struggled to live on it. Depending on where you are, the cost of living can be very expensive. Although I got my accommodation paid for in the UAE, I paid £100 for a mobile phone contract per month, a box of cereal could easily be £6 and clothes from British high street stores would be double the price in pounds on the tag, so it can quickly add up. 

4. Don’t Expect It to Be the Same

I think this was something that took me quite a while to grasp. Yes, children are children no matter where you are in the world and skills and qualities can easily be transferred between schools, but you have to remember that things are different abroad. 

I arrived in the UAE during Ramadan and was woefully unprepared for it. Not only was it 45 degrees in the shade, but it was illegal to drink water in public before sunset. Eid was called when the moon was sighted and just like that, everyone was on holiday! 

I’ll never forget the first few days with my Year 1 class. While reading a book, the children were baffled by one particular picture. It wasn’t until a girl put up her hand and said ‘That’s a radiator. My granny has one in her house in Aberdeen,’ that they could begin to understand what it was. Another child had been to the Maldives for the weekend on his family’s private plane. It was quite a learning curve. I did love how the children embraced their differences and relished talking to one another about their own traditions and culture. One young girl asked to do a class presentation about why she had recently chosen to start wearing a hijab and I had another learner keep us up to date weekly on his progress towards his first Holy Communion. Our Indian community organised Diwali celebrations for the school. One of my favourite memories was looking out into the playground and watching around ten local mums in abayas singing Christmas songs as they decorated trees. The diversity was incredible. 

In my school, we had around 90 nationalities and about 50 languages spoken. It is not uncommon for a child to speak a different language with each parent, English at school and in public and then be learning an additional two languages in school too. Having come from very typical Scottish state schools, I found it a complete shock how involved some parents were with their child’s education. In the beginning, I had parents at my door from 7:15am and for up to 45 minutes at pick-up time too. I sometimes felt that their questions were endless and it was incredibly overwhelming trying to keep everyone happy. This eventually died down and on the whole, parents were incredibly supportive and appreciative of teachers. 

5. Reverse Culture Shock is Real

It’s an incredibly odd feeling to return to your home country and feel like everything and nothing has changed. Life has gone on but you have changed so much. You notice things about home that previously you wouldn’t even have given a second thought to before. I remember a friend sharing with me that she flew back into Glasgow Airport and looked out of the window on the approach and immediately was struck by how green the grass was. Before she knew what was happening, tears were pouring down her face! Driving a manual car on the left, seeing people buying alcohol in a supermarket, seeing gambling adverts on television and the cold of winter were all examples of things that I experienced reverse culture shock with. I left Dubai in the middle of Ramadan one summer and remember how jarring it was for me seeing people eating and drinking during the day once I returned home. I’ve been home for four years and I still cannot bring myself to wear anything to school that doesn’t cover my shoulders and knees. 

It’s An Adventure

On my first night in the UAE, I was dropped off at my new apartment at 2 a.m. I rushed outside to my balcony and stood in the humid night air, too excited to even think about sleeping. Thousands of lights glittered all around and I could see the world’s tallest building stretching impossibly tall on the skyline. This was it, the adventure had begun!

I spent my time abroad embracing every opportunity to have a new experience. My advice to anyone thinking of teaching abroad is, if you can, do it. You’ll never regret having that opportunity, even if it’s just for a year or two. It can only enhance your life experience, which in turn will benefit your learners, no matter where you are! Living in a different culture, learning about other people’s way of life is a truly enriching experience. 

Be warned though, I now live by this quote:

You will never be completely at home again, because part of your heart will always be elsewhere. That is the price you pay for the richness of loving and knowing people in more than one place. – Miriam Adenay

Twinkl Will Travel With You

If you do decide to make the move, remember that Twinkl is here for you wherever you may venture. 

Your learners will be fascinated by your accent, where you come from and tales from your homeland. Use this fantastic PowerPoint to show them what Scotland is like!

https://www.twinkl.co.uk/resource/lets-learn-about-scotland-powerpoint-cfe-ss-383

One of the most fun days of the year in schools abroad is International Day. One of the main reasons for this is being able to taste food from all over the world. Show off what Scotland has to offer with this colourful PowerPoint. It’s very helpful if you’re not able to track down haggis or Irn Bru in your host country!

https://www.twinkl.co.uk/resource/lets-learn-about-scottish-food-and-drink-powerpoint-cfe-ss-385

One of my learners’ favourite things was learning Scottish words. It always made me smile from ear to ear when I would teach them a colloquial word and hear it repeated in dozens of different accents! Show them how much fun a blether can be while getting to know one another!

https://www.twinkl.co.uk/resource/cfe-c-1748-getting-to-know-you-first-level-blether-stations-activity

There are a huge number of bilingual resources available for your learners to help support those who have English as an additional language in your class or to support children learning the language of their host country.

Supporting and Understanding Teachers on the Autism Spectrum

There are many members of school staff across Scotland who have an autism diagnosis. In this blog, one teacher shares her experience of being diagnosed in adulthood.

Six years ago, around eight years into my teaching career and a few months before I turned 30, I approached my GP for help with what I thought was social anxiety. What followed on from this initial appointment was 18 months of referrals and assessments and eventually, a diagnosis of Autism Spectrum Disorder. 

Until that point, my only experience of autism was working with children and young people who were on the spectrum. I saw some of the ways that it presented: executive function difficulties, restrictive and repetitive behaviour and delayed language development, for example. I didn’t face any of those barriers and therefore didn’t feel like I – and I know this is an odd word to use – deserved the diagnosis. I felt like a fraud. Since then, I have spoken to many other late-diagnosed adults and have discovered that this isn’t an uncommon feeling.

It’s a Spectrum, Not a Gradient 

Despite the clue being in the name, my own limited understanding of the ‘spectrum’ part of Autism Spectrum Disorder stopped me from feeling like I could share my diagnosis. I couldn’t see where I fit into a world where I had subconsciously divided people with autism into those unable to manage their lives independently and those considered geniuses. I belonged to neither of these groups. I now know that this perception of autism was wrong, but it was something I really struggled with at the time. 

In the year following my diagnosis I went into hyper-research mode. One of the things that I came to understand was that the spectrum is not simply a straight line starting at ‘mild’ and reaching ‘severe’; there is much more to it than that. 

The best visual representation I have seen of the autism spectrum looks like an audio mixer or sound board. There are sliders for eye contact, non-verbal, sensory overload, routines, literal thinking and obsessive interests among others. Each person on the spectrum will have their sliders in different positions depending on their own challenges and strengths, which can change over time. For me, this really demonstrates the idea that if you have met one person with autism, you really have only met one person with autism; our needs are as individual as anyone else. 

Masking and Anxiety 

Through my research, I learned that making it to adulthood undiagnosed for so long can cause untold amounts of anxiety. People with undiagnosed ASD often spend their lives unknowingly perfecting the skill of ‘masking’; putting on a confident front in an attempt to ‘fit in’. They watch others, taking in what they say, how they say it, how they stand or sit and try to copy them, in an attempt to appear at ease and socially comfortable. The feeling of always being on the edge of unwittingly doing something wrong is always there and that in itself is a huge cause of anxiety. 

The Language of Autism 

As with most topics where research is ongoing, the language we use to describe autism has changed over the years. There are many issues that are debated within the autistic community and one example of this is use of the phrase ‘mild’ or ‘high-functioning’ autism. Use of these phrases can risk minimising the challenges that someone may face. I think that this quote from Adam Walton really demonstrates the problem with the phrase:

“[So-called] mild autism doesn’t mean one experiences autism mildly… It means YOU experience their autism mildly. You may not know how hard they’ve had to work to get to the level they are.”

For me, as long as someone isn’t being intentionally offensive or speaking on behalf of the autistic community without consulting those in it, I am happy to open a dialogue with them and try my best to educate and inform. It’s important to remember though, that every autistic person is different and what one person may prefer won’t suit everyone. 

How Can We Support Autistic Teachers?

Earlier this year, I attended an EIS conference for disabled workers and I was blown away by the amount of teachers in Scottish schools who also have an ASD diagnosis. It was strangely comforting to know that there are lots of other members of school staff across Scotland who experience the exact same challenges as I do. I have since spoken to a few people who were involved in the conference and found that there was one thing that we all wanted: more openness and understanding of adults with autism and the specific challenges that they face. 

To anyone who finds themselves having someone share  with them that they have an ASD diagnosis: listen to them. Really listen. The decision to share something so personal is huge and it can be damaging for that to be met with doubt or disbelief.

Every autistic person is different and the support that one person might need won’t be what someone else needs. Neurotypical or neurodiverse, our needs all vary. All we can do is be open, honest and understanding while doing our best to accept and celebrate what makes each of us who we are.