A Career in Deaf Education

I always knew that I wanted to work in education, specifically Deaf Education. My grandad attempted to teach me the manual alphabet when I was around five years old. He had taught himself how to fingerspell so that he could communicate with a deaf man he worked alongside in a factory – a story that I still find inspiring decades later. I credit this as the root of my interest in deafness and idea of becoming a Teacher of the Deaf (or ‘ToD’). The notion always popped into my mind whenever I considered the career path I wanted to take. 

During my probation year and time as a mainstream primary teacher, I attended an evening college class for Level 1 British Sign Language. By the time I achieved my NVQ Level 3 in BSL, I felt ready to begin seeking a role in Deaf Education. I secured a job as a Teacher of the Deaf in 2010 and have been working in Deaf Education ever since. 

What Do Teachers of the Deaf Do? 

Being a Teacher of the Deaf is a challenging, exciting and ever-changing career choice which involves a spectrum of activities and responsibilities. As with any teaching role, providing learners with high quality teaching and learning experiences is at the heart of it.

Maintaining learners’ audiology equipment is part of the role and ToDs can often be found trying to figure out what is wrong with a hearing aid or troubleshooting why a receiver isn’t connecting to a transmitter. ToDs use special earphones to ‘listen in’ to hearing aids and processors to make sure they are working correctly and record any issues in forms like these: Hearing Aid, Bilateral Cochlear Implant and Unilateral Cochlear Implant Maintenance Records.

Teachers of the Deaf assess the demands of texts and adapt existing resources to make sure they are suitable for learners. They deliver Deaf Awareness Staff Training to staff and run lunchtime signing clubs for hearing pupils who want to communicate with their deaf peers. ToDs attend extra-curricular activities to sign for and support pupils who wish to be involved. Undoubtedly, every ToD has, at some point in their career, organised a playground search party to try and locate a speech processor or hearing aid that has flown off at high speed during a particularly enthusiastic football tackle.

Where Do Teachers of the Deaf Work?

Some ToDs work in specialist schools for deaf learners. This setup, where children are educated in a provision not linked to a mainstream school, has become less common over time with the closure of many of these establishments. 

Sometimes, deaf learners attend their local mainstream school. Peripatetic Teachers of the Deaf travel to support learners who attend schools where there is no specialist provision for deaf pupils. Pupils may get input from the peripatetic ToD weekly, monthly, termly or anything up to yearly. In addition to school visits, peripatetic ToDs often make home and audiology clinic visits, working with families of newborns recently identified as having a hearing loss.

Some Teachers of the Deaf work in mainstream schools that have a provision for deaf learners within the same building. Sometimes, this base can be a separate part of the school. Other times, ‘base’ classrooms share a corridor with mainstream classes. In this type of setting, pupils will have a personalised timetable, tailored to them and their needs. Some pupils may attend all of their classes in mainstream where they are supported by a member of the Deaf Education team and others will attend lessons in a ‘base’ classroom where they are taught by specialist staff. 

How are Teachers of the Deaf Trained? 

After completing the initial teacher training programme and probation year, Teachers of the Deaf have to complete a Postgraduate Diploma in Deaf Education or Postgraduate Diploma in Inclusive Education for Deaf Learners (information about this can be found here) to become a Qualified Teacher of the Deaf, or QToD. These courses allow ToDs to learn and develop their skills and put them directly into practice in the classroom.

During my time studying to become a qualified Teacher of the Deaf, I wrote essays on sound levels in mainstream schools, conducted a mini-research study into informed choice and evaluated inclusive practice within my own establishment. I came to understand the crucial need for those who work with Deaf learners to possess a high level of BSL. I learned the value of teaching children about Deaf history and culture. I also realised the importance of the Deaf community and positive Deaf role models.

Do All Teachers of the Deaf Use Sign Language? 

The short answer is no, not all Teachers of the Deaf use sign language as not all deaf learners sign. Some ToDs work with pupils who use sign language to access the curriculum and some work with pupils who use spoken language. 

For ToDs who do work with pupils who are BSL users, it is crucial that they constantly work to develop their own sign language skills and keep up to date with the research and development of subject specific signed language.

Over the past few years, a group of Deaf scientists, sign linguists and educators have worked to develop the Scottish Sensory Centre’s British Sign Language Glossary. The glossary consists of signed vocabulary for Geography, Astronomy, Biology, Chemistry, Physics and Maths. The website version can be found here: SSC BSL Glossary. Even handier is the app version of the site, which can be found by searching for ‘BSL Education’ in the app store.

Are There Educational Resources for Deaf Education?

Yes! It is really exciting to see the range of resources that Twinkl has produced for Deaf Education. From resources for children like the BSL Classroom Signs and Labels and Animal Word Cards to support resources like the Deaf Education Glossary of Terms and Degree of Hearing Loss Information Sheet. There really is something for everyone.

My most used classroom resources are probably Twinkl’s Blether Stations resources about Deaf Role Models and Deaf Awareness. They are perfect for getting everyone talking and involved in the conversation. 

Working in Deaf Education is a wonderful career choice. There is nothing more rewarding than seeing pupils progress, from watching a primary 1 pupil fingerspell their name for the first time, to finding out that senior pupils have passed their exams. I would recommend it to anyone who has an interest in Deaf culture and history, BSL and how best to support deaf learners through their education journey.

A Love Letter From Twinkl Scotland To Our Probationer Teachers

To All Of Our New Colleagues, As You Embark On Your Teaching Careers

Teaching is one of the most rewarding, vibrant and challenging careers out there. Entering this incredible profession has never been so daunting, due to the effects of COVID-19 upon placements and university courses. However, know that you are never alone throughout your probation year and beyond; Twinkl Scotland are here to support and encourage you along the way. Here are some snippets of advice to see you through the start of your individual journeys.

You Are On Your Own Journey

It is human nature to compare ourselves to others, but we encourage you to take this year at your own pace and remember that you are not in competition with anyone. Your Supporter, Senior Leadership Team (SLT) and colleagues want you to succeed, so please do not think that they will be judging your every move inside and outwith the classroom. This is your probation year, you have worked incredibly hard to get to this point and do not forget that.

Prioritise Your ‘To-Do’ List

Your ‘to-do’ list will be never-ending and can end up being very overwhelming, so prioritise your tasks into these categories:

• Must-do – These are the jobs that really have to be completed before the next school day.
• Should-do – These tasks would be beneficial to be completed soon, but will not affect your immediate teaching if they are not completed straight away.
• Could-do – These are the jobs that you can leave ‘in the pipeline’ until you have more time to dedicate to them.

This way of prioritising your ‘to-do’ list will hopefully help you organise your thoughts and help you cut back on your daily workload.

Share And Share Alike

A Problem Shared

We all have ‘wobbly moments’ where we question our ability to teach; you are not the first person to experience them and you certainly will not be the last! Never be afraid to share any concerns you have with your supporter, SLT or fellow teachers. Make sure you are a member of the Twinkl Scotland Probationers group. It’s a wonderful community to be involved in, where we support probationers and empower them to address any issues encountered along the way. Sometimes, just knowing there are others out there feeling the same way you do is enough to take away some of the pressure you might be feeling.

Share Best Practice

Take full advantage of every opportunity that presents itself this year to share and observe great practice. Your time out of class offers a wealth of possibilities for you to arrange observations (COVID-dependent) and hold professional dialogues with experienced colleagues. Always be mindful that your supporter will be busy with their own commitments, but will be happy to share ideas and point you in the direction of colleagues or relevant professional research that can help. Take time to get to know the strengths of your colleagues and aim to work together to share their expertise. Similarly, be aware of your own talents and passions; yes really! There will be many attributes you have that will really enhance the life of your school, so don’t be afraid to share these with your colleagues!

Mind your Mind

The COVID-19 pandemic has really brought mental health to the forefront of our profession and rightfully so! The probation year is infamously challenging, but we are here to support you to the best of our ability. Check out this link to a range of fantastic resources from Twinkl’s partnership with Mental Health Charity Mind Resources for Twinkl’s Team up with Mind, to provide encouragement and nurture for you. It is easy for teaching to become all-consuming, but do not allow this to happen; you can not pour from an empty cup! Set yourself a daily time limit to get your ‘must-do’ jobs completed… and stick to it! If you complete more than expected, great; but it is not the end of the world if you do not (repeat this sentence as many times as required!).  

Celebrate your Successes

This is something that does not come naturally to many of us, even as experienced teachers. The tendency is to focus on the one setback in a lesson instead of considering the many positive outcomes. Learn to be a truly reflective practitioner and celebrate the victories of your learning journey instead of dwelling on the far fewer development points. When you meet with your supporter and SLT to receive feedback, you will be surprised by the sheer number of positive comments they will share with you about your lessons. You are both seeing the same lesson, but from very different perspectives. Get into the habit of celebrating even the small victories throughout this year and you will hopefully start to give yourself the credit you deserve.

With Love, From Twinkl Scotland

Hopefully this letter has put you at ease and it sets you up for what will be an unforgettable adventure for you! It is true what ‘they’ say, you never forget your first class and you have the power to ensure they never forget you too! Enjoy the ‘highs’ that will follow and be safe in the knowledge that if/when the ‘lows’ come, we are always there to support you; we help those who teach!

Further Reading And Resources

Check out the following related Twinkl Scotland blogs:

Asking for support as a probationer

Preparing for the new school year 

Supporting school staff wellbeing

Why not also have a look at these Twinkl Scotland mindfulness resources?

Adult mindfulness Scotland colouring sheets

Mindful Moments PowerPoint Resource Pack 

First Level Chill-out pack

Celebrating Scottish Food and Drink Fortnight Blog

Find some lovely ways of celebrating Scottish Food and Drink Fortnight 2021, which this year is shining a light on our local Scottish food legends.

Food is one of those necessities and joys in life. We need it, but it also holds such a special place in our routines, celebrations and social occasions. Living in Scotland means that we are surrounded by an incredible larder of produce, dedicated producers and suppliers. Celebrating our wonderful Scottish food industry is what Scottish Food and Drink Fortnight is all about. 

What Is the Scottish Food and Drink Fortnight? 

Each year during September, the Scottish Food and Drink Fortnight seeks to place a spotlight on the Scottish food and drink industry. According to recent Scottish Government figures, it is worth around £14 billion annually and employs over 115 000 people. Products such as salmon, whiskey and gin are among the largest exports in the UK. 

There is no doubt that this year has thrown up some unique challenges for the food and drink industry in Scotland. And yet, the Scottish food industry has continued to serve our communities throughout this challenging time. From new doorstep delivery services, to providing free hot meals for those in need, to helping us with ingenious substitutes for in short-supply ingredients, to keeping our aisles and shelves stocked with food, there is no doubt that many of us have never been so aware of the vital role our food producers, suppliers and retailers play in our communities. That is why this year’s Scottish Food and Drink Fortnight is seeking to shine a light on those food legends and celebrate them. 

Celebrating at Home

When I go abroad, I love nothing better than discovering the local cuisine – eating out, visiting markets and, if possible, finding a cooking class to attend. Learning about food is a way of understanding a culture. With our options for travel curtailed at the moment and the greater awareness of the necessity of having food sources which can withstand the most unforeseen circumstances, now there is more reason than ever for us to explore and value food closer to home. 

So what could your new food adventure be? Why not pop your apron on and try a Scottish speciality you have never tried before or give a new recipe a go? If you are a more adventurous cook, then why not get a family member or a friend to buy a few mystery ingredients for you to turn into a new dish? You could change up your shopping habits and visit some local suppliers or make a particular point of buying local produce from the supermarket. 

If you are looking to find out more about local suppliers and producers in your area, the Scottish Food and Drink Fortnight have an online Support Local Directory, which is a great place to find food businesses of all sizes. I have discovered a brilliant fish delivery service in my area that I am going to try for the first time during the Fortnight. 

Celebrating in School 

Although this year, under current guidelines, visiting farms or having local producers and suppliers to visit your school is most likely impossible, there are other ways to bring food experiences into your classroom. Have a look at the Education Scotland’s Food Education Summary Page for some brilliant ideas and links. 

You will find plenty of inspiration on the Twinkl Scotland page too. There are Topic Webs for each level based on Scottish Food and Drink – Early Level, First Level and Second Level.  Also, this lovely Scottish Food and Drink PowerPoint resource gives an excellent overview of some of Scotland’s most delicious and famous food and drink.

Scottish Food and Drink PowerPoint

You could encourage your class to design a Scottish dish with this Design a Scottish Dish of the Day Activity.

Design a Scottish Dish of the Day Activity

If you need more inspiration, this Scottish Food and Drink Fortnight 2020 Resource Pack is full of ideas. 

Scottish Food and Drink Fortnight Resource Pack

Why not think about how you could get your school caterers involved too? You could arrange an interview with one of them or ask them to highlight Scottish produce on their menus. It is also a great opportunity to encourage your pupils to say thank you to those within your school community who provide food every day. These lovely Thank You Colouring Cards are a great way to do that and can also be used to celebrate and thank other food legends in your local area. 

“You don’t have to cook fancy or complicated masterpieces – just good food from fresh ingredients.” Julia Child

Historic Environment Scotland

Historic Environment Scotland (HES) cares for, protects and promotes Scotland’s historic environment. They look after many of Scotland’s most important historic sites, buildings and artefacts. Twinkl Scotland has been delighted to partner with Historic Environment Scotland as we both share a passion to excite and enthuse learners with Scotland’s heritage. Find out more about two of Scotland’s most exciting landmarks, Edinburgh and Stirling Castle, with the following interdisciplinary resources.

What Is the Significance of Edinburgh Castle? 

Built on top of an extinct volcano, Edinburgh Castle has been a royal home, military garrison, prison and fortress. During the Scottish Wars of Independence, it changed hands between Scots and the English several times. It has been attacked more than any other British castle in history. 

As Scotland’s most visited tourist attraction, Edinburgh has an incredible history and is home to some of Scotland’s most treasured historical possessions. 

Learning About Edinburgh Castle 

Learn all about the castle, its history and many uses over the centuries with this Edinburgh Castle PowerPoint. The Edinburgh Castle Reading Comprehension is another great way to give your learners an overview of the castle through three challenge levels of fact files and questions.  

The Edinburgh Castle Prisoners of War Hotspot resource lets your learners virtually explore a photograph from the castle’s vaults and learn about the conditions in which the prisoners were held there. 

Explore the castle’s key dates in history with this Edinburgh QR Timeline Activity. This interactive resource has dates and images paired with QR codes. Your learners will hear audio clips explaining the significance of those dates when they scan the codes. Then, why not get your learners to complete the Edinburgh Castle Scavenger Hunt resource using the information gathered in the timeline activity and other Edinburgh Castle resources? 

What Is the Significance of Stirling Castle? 

It is believed that there have been buildings on the site of Stirling Castle for over 3000 years.  Located near a major crossing of the River Forth and at the meeting point of the Highlands and Lowlands, the castle was considered of great strategic importance to anyone wanting to rule Scotland. The castle was hotly contested during the Scottish Wars of Independence. During the Stewart era the castle was an important royal residence, playing home to the royal court for monarchs such as Mary Queen of Scots. Once it stopped being used by the royal court, Stirling Castle was used as a military base and was only vacated by the Argyll and Seaforth Highlands in 1964. Since then it has been transformed into a popular tourist attraction.  

Learning About Stirling Castle

We have created the following mix of resources with Second Level learners in mind and they can be adapted to suit learners’ needs. 

This Stirling Castle PowerPoint provides a great overview of the history of the castle and some of its most famous inhabitants. The Stirling Castle Reading Comprehension also provides a great overview of the castle and its history. The resource has three different levels of fact files and questions. 

If you want to take your learners on a trip back in time, then have a listen to our Stirling Castle Creative Writing Stimulus Podcast. This audio resource imagines that your learners have been invited to the baptism of Prince Henry in 1594. There is a note-taking sheet to accompany it and the podcast gives factual information and encourages learners to think about what it might have felt like to actually be there. You could use this podcast as a stimulus for an imaginative newspaper article, diary entry or recount. 

Give your learners an insight into what jobs children might have been involved in at Stirling Castle through the ages. This Stirling Castle Children’s Jobs Cooperative Learning Activity encourages your learners to work together to find out about four interesting and sometimes disgusting jobs. 

Finally, use our Stirling Castle Timeline Activity to give your learners an understanding of the chronology of important dates in the castle’s history. Using clues and prior knowledge, your learners have to work out which event matches the dates given. 

You can find all of our resources created in partnership with Historic Environment Scotland here.

Preparing for the New School Year

This blog gives some useful advice to teachers, particularly those in the early stages of their career, to prepare them for the new school year. It gives practical advice on the types of things teachers can do to get organised for the first few weeks back with links to useful resources to download.

As the summer break draws to a close, many teachers are now beginning to cast their minds ahead to the new school year looming in a few weeks’ time. Not before long, the panic sets in and many teachers begin to wonder if they have forgotten how to teach altogether, whether their classroom will be set up in time, or if they will have forgotten to print and laminate those all important labels.

The first term and few days back are always a little frantic no matter how organised you are, so it is important to make the most of the remaining time you have, while you can. Relax and recharge your batteries for the academic year ahead; it is certainly well deserved after one of the toughest years in education for a generation. 

So, what should a teacher be doing during their summer break before returning to school? There is no right or wrong way to spend your summer break and everyone will have individual circumstances but here are some hints and tips to help you feel prepared for the year ahead.

Take Time for Yourself

It has been an incredibly challenging year for all involved in education so this is an important time to focus on YOU and your wellbeing. Look at the summer break and the remaining weeks you have as a time to recharge, ready to go again. You do not want to return to school feeling like you have never been away so make sure you make time to read a book, see friends, spend time with family, go for a walk or whatever it is that you find relaxing and helps clear your head. You will be grateful for the nice memories when you are busy and focussed on work.

Some people will stop here and make sure their summer is a work-free zone and why not? Teachers have earned it! Others prefer to do little bits of work to help them feel organised for the year ahead, ensuring they are prepared. If this is you, then the following hints and tips might be useful.

Classroom Setup and Display

It is always worth making a list of what you already have and can reuse from the previous year if you can. If you are just starting out on your teaching journey, it can be worth checking with your mentor or school headteacher if there are resources or displays in the school that are required and if any teachers in the school have things they could share. This can be such a great time saver and more environmentally friendly.

You then need to think about the wall space and furniture you have in your classroom and decide which walls will be used for different curricular areas. You might find some curricular area banners useful for this. It is worth remembering that working walls are preferred in most schools. These are used to support learners in their learning and created alongside them so at the beginning of the year less can be more, allowing your walls to grow with the learning of the learners in your class.

If you have your class list already, then getting your classroom labels printed, cut out and laminated can be useful before the session. What each teacher needs will depend on their classroom setup and the furniture available but here are a few popular resources:

1. Nessie Themed Tray Labels 

These beautifully designed tray labels can be edited to add in learner names or resource names for labelling trays in your classroom.

2. Scottish Wildlife Peg Labels 

These editable peg labels are useful for your cloakroom area, to give all learners their own space for coats and jackets.

3. Welcome to Primary 5 Desk Mat

These desk mats are available from Primary 1 to Primary 7 and are an excellent tool to support learners in their learning.

4. Our Class Timeline Under the Sea Themed Display Pack 

This timeline display pack is an excellent visual tool to share the learning for the day with your class. Other versions of the class timelines and display packs are available too. Check out all of our Back to School resources here, in one handy place.

Classroom Management

Taking the time to consider the classroom management strategies you might want to put in place can also be a good use of time if you are thinking about the year ahead. This might include the behaviour management strategies, how learners register in the morning, groupings and where and how you will store resources in the classroom.

A well-organised classroom can help with overall classroom management and after years of teaching there are things that you will pick up naturally: they will become second nature. However, for those starting out their teaching career, it can be worth giving consideration to these things before you begin. Your management and organisational style can change throughout the year and will evolve depending on the needs of the learners in your class, but the following resources might help to get you started:

1. Early Level Classroom Setup Resource Pack 

2. First Level Classroom Setup Resource Pack

3. Second Level Classroom Setup Resource Pack

These tailored resource packs are suitable for each Curriculum for Excellence classroom and contain lots of great classroom display ideas.

Lesson Planning

This first few weeks back should be used to ensure smooth transitions for your learners, particularly at the key transition stages. It has been a long break away and learners will need time to get back into the school rules and routines. Spend time getting to know the learners in your class, who they are, what motivates them, what their interests are and where they are in their learning. Building this positive relationship in the beginning can help build a positive ethos and mutual trust in your classroom. We have plenty of Back to School activities for all stages here.

It is also worthwhile spending time on establishing classroom rules and routines and reinforcing and referring to these frequently. Building a class charter can be an effective way of establishing rules with the learners in the class. Learners become actively involved in setting up the rules of the classroom, making them aware of the rights they have alongside their responsibilities. Find out more about creating a class charter in relation to Rights Respecting Schools and the United Nations Convention on the Rights of the Child (UNCRC) here. 

The health and wellbeing of our learners will be vitally important as schools return, ensuring learners are equipped mentally for the return to school. Spending time developing their emotional literacy, building resilience, confidence and self-esteem and establishing positive relationships is key in the first few weeks back so it might be worth considering some lessons in this area. 

Top five lesson planning resources:

1. Our Adventure Begins Here Collaborative Colouring Activity Pack 

This is one of many collaborative colouring resources. It can be a great activity for the first few days back, allowing learners to express themselves, and creates a very effective whole class display.

2. All About Me Step-by-Step Art PowerPoint 

This resource is great for finding out more about the learners in your class. It can be used with Second Level and some First Level classes.

3. Back to School Blether Stations 

These Back to School Blether Stations have been created to help you welcome in the new school year and get to know your learners better.

4. Our Class Charter PowerPoint 

Use the handy Class Charter PowerPoint to teach your class about the purpose of a classroom charter: a set of rules, promises or guidelines that learners and school staff all agree on for the classroom.

5. My Positive Affirmations Journal 

Build self-esteem in your learners with this lovely package of positive affirmations for writing a positive affirmations diary or journal.

However you choose to spend your summer break, make sure it is one that works for you and your own mental wellbeing. For education to thrive, we need teachers to thrive and teachers thrive when they look after themselves. You’ve got this!

Supporting Families and Children in the Early Years

The first five years of a child’s life are the most important for brain development. Without positive experiences, interactions and warm, nurturing relationships, children’s brains will not be able to form all of the necessary connections. Early years practitioners can play a key role in supporting families and children, from bump to baby and beyond. 

Making Scotland the best country in the world to grow up in and closing the poverty- related attainment gap are currently key areas of development in Scottish education. However, there are concerns that recent school closures due to COVID-19 will widen the attainment gap further. 

The expansion of Early Learning and Childcare entitlement to 1140 hours each year is a positive step in supporting the development of children from disadvantaged backgrounds. However, research suggests that the attainment gap is already present by age three, when many children start nursery. This gap widens as children progress through nursery and primary school. Interventions to support children from disadvantaged backgrounds at nursery and primary school have a key role to play but we also need to recognise the importance of early intervention with children under three years old. 

Our knowledge and understanding of brain development has greatly improved over the past century. We now know that the first few years of life are the most important for brain development. At birth, babies already have all of the neurons (brain cells) that they will ever have in their life. For the brain to work effectively, neurons must make connections called synapses. In early childhood, a brain can make a million synapses each second! 

Early experiences and relationships have a huge impact on brain development. Complex skills such as communication, emotional regulation, problem-solving and motivation are all formed in the early years. Babies are programmed to actively seek out human interactions by making eye contact, smiling and babbling. By responding positively to these cues, parents and families help babies to make connections in their brains. Talking, reading, singing and playing with babies and young children are all essential for brain development, allowing connections to be made. 

Although some two-year-olds are eligible for funded nursery places, most children receive a funded place from the term after their third birthday and in some local authorities, as soon as they turn three. By then, children’s brains have been developing for 45 months. If they have not been getting the necessary experiences and interactions to make neural connections, they could have missed a vital window of opportunity. Nurseries and childminders of under threes do a fantastic job of supporting early development but how can we support children who are looked after at home or by extended family members? 

In fact, we should start by supporting parents before they conceive their children. Effective family planning education will help to ensure that becoming parents is planned for and a positive choice. This will also improve maternal and foetal health as when pregnancies are planned for, women can make healthy choices such as taking folic acid and abstaining from drinking alcohol. Antenatal classes tend to focus heavily on birth and caring for a newborn baby. However, many expectant parents would also benefit from parenting classes during pregnancy. These could include information on brain development in babies and children and the importance of positive interactions from birth into toddlerhood. Babies and children spend the majority of their time at home rather than in childcare, so it makes sense to increase support for families if we are serious about improving outcomes and narrowing the attainment gap. 

Nurseries can also play an important role in supporting families, babies and young children. Even though most local authority nurseries do not take children until they are three, they can still provide support to families with children under that age. For example, nurseries could establish parent and baby groups, messy play sessions, story and rhyme times or buggy walking groups for local families. These are all fantastic ways to engage families, model positive interactions and build relationships prior to children starting nursery. This would also be hugely beneficial for ensuring a smooth transition into nursery. 

Twinkl recognises the importance of early intervention and is committed to support families and young children during these important early years – that’s why we have created a range of resources reflecting that.  

Try using these lovely Goldilocks and the Three Bears Small World Characters to encourage children and families to retell this fairy tale, developing language and promoting positive interactions. 

Share this Top Tips Early Language and Communication at Home resource with families to promote the importance of language development in the early years. 

Why not encourage families to try using these Daily Routine Cards at home with young children to support and develop their understanding of language and routines? 

Conception to age five, when most children start school, is a crucial time for brain development and it is so important that we get the right support in place for all of our families and children. Early educators can play a vital role, helping to narrow the attainment gap and improve outcomes for all children. 

Tackling Anti-LGBTQ+ Bullying

Bullying in any shape or form is unacceptable. As teachers, we know this and much of our work helping learners develop strong interpersonal skills focuses on accepting the differences that children have, while finding common ground to help form connections. Certainly there are forms of bullying that are more common than others, but it is our responsibility to show learners that going out of their way to make somebody else feel bad for any reason will not be tolerated.

What is Anti-LGBTQ+ Bullying?

Anti-LGBTQ+ bullying specifically focuses on a person’s gender identity/expression or sexuality. Often the hatred towards members of the LGBTQ+ community is encompassed by the term homophobia. Other forms of bigotry aimed at members of the LGBTQ+ community focus on specific groups such as lesbophobia (sexism and homophobia directed at lesbians), gayphobia (hatred towards gay men), biphobia (hatred and erasure of bisexual identities) and transphobia (hate towards trans or gender non-conforming people).  Often this hatred is based on somebody’s perception of another person’s identity. Growing up, many LGBTQ+ and cis-hetero people face bullying due to others assuming their sexual orientation – an assumption which can often turn out to be inaccurate.

Anti-LGBTQ+ bullying can include verbal abuse, isolation from peers, physical violence, theft or destruction of belongings, sexual abuse and death threats. It’s important to understand that the survivors of bullying will carry their experiences with them throughout their life, including remembering the people who intervened or allowed the abuse to continue.

How Is It Different to Other Forms of Bullying?

In many ways, anti-LGBTQ+ bullying is no different to any other form of bullying. It is based on an imbalance of power and it can last for an indefinite period of time. Just like all other forms of bullying, it has a lasting impact on both the bully and the victim.

However, anti-LGBTQ+ bullying focuses on protected characteristics similar to racist, ableist and faith-based bullying. In the United Kingdom, it is against the law to victimise a person based on these protected characteristics and if reported to the relevant authorities it would be considered a hate crime. This kind of bullying is intensely personal and adds to the difficulties young LGBTQ+ people already face growing up in 2021.

What Impact Can Anti-LGBTQ+ Bullying Have?

Research conducted by Stonewall Scotland for their 2017 School Report discovered that nearly half of LGBTQ+ learners (48%) have faced bullying in schools, a figure which jumps to 71% when considering trans learners alone. Both of these figures should be cause for concern, especially when we consider that 58% of lesbian, gay and bi cisgender learners have self-harmed as well as nearly all of our trans learners (96%). 

Only 32% of bullied LGBTQ+ learners say that teachers intervene when witnessing bullying incidents, a figure that drops for other school staff (13%) and head teachers (7%). Sadly, 44% of young people that experience homophobic bullying never tell anyone about it. Many reported that they felt shame about the bullying and their gender identity/sexual orientation or that they didn’t feel they had an adult to turn to. For those in the queer community, these figures may be disheartening but unsurprising. The simple fact is that LGBTQ+ identities are not supported enough within many of our school communities.

How Can We Create a Welcoming Environment for LGBTQ+ Learners and Families Whilst Tackling Homophobic Bullying?

From the statistics presented by Stonewall Scotland, it’s evident that teachers and schools must step in when they see all forms of bullying, including homophobic. Being attacked for who you are can have a major impact on our learners, with many members of the queer community still vividly remembering the challenges they faced during their time in education. Stonewall Scotland have included detailed recommendations that Scottish schools can follow to help support LGBTQ+ learners in their School Report, and we have gathered together our best tips to help guide Scottish teachers. 

Include Guidance Specific To Anti-LGBTQ+ Bullying in Your Policies

It is vitally important that your setting has a comprehensive anti-bullying policy that includes details on how instances of bullying will be handled. There should be a clear process that teachers can follow when a learner discloses details of bullying, as well as steps that will support teachers intervening when they witness incidents. Specifically mentioning examples of homophobic bullying will help reassure LGBTQ+ learners and families whilst also supporting staff to identify and tackle it when it occurs.

Include the Whole School Community 

Of course, tackling anti-LGBTQ+ bullying needs strong leadership to ensure that all school staff and learners understand that it won’t be tolerated. Headteachers and senior management teams should lead by example, ensuring that homophobic bullying is taken seriously and acted upon quickly. Continuing professional development for schools should include training on how to tackle homophobic bullying, including challenging the use of homophobic language. Training on how to support LGBTQ+ learners, particularly trans learners, may also be relevant in your setting. Some teachers may be unsure what steps they can take to support LGBTQ+ learners and could be apprehensive about it. Providing them with scripts and resources they can turn to will enable them to engage positively and reassure the learners that their needs will be respected.

Families should also be included in your work on inclusion. You may want to host information evenings discussing your school’s approach to supporting the LGBTQ+ community and how you are actively working to address homophobia. Including families ensures that learners receive consistent messages, allowing them to understand the ethos of inclusion that schools need to foster.

Include LGBTQ+ Identities In Your Teaching

It is also vital that practitioners begin to make their teaching more inclusive of the LGBTQ+ community. Doing so helps remove the mystery and stigma that often surrounds discussing LGBTQ+ identities or matters. 

In our previous blog Teaching in an Inclusive Environment we discussed ways to make your learning environment more welcoming, including discussing LGBTQ+ families, responding positively to questions about LGBTQ+ matters and challenging gender-based stereotypes. LGBT Youth Scotland have also produced this Curriculum Inclusion guidance document that provides LGBTQ+ learning suggestions that tie in with the Curriculum for Excellence subject areas. The resource would be ideal for teachers that are unsure where to start ahead of engaging in their own research. You might also find this Influential LGBTQ+ Scots blog post useful as we have gathered a range of prominent LGBTQ+ people to help you discuss successful queer folk when looking at the world of work or role models.

It’s particularly important to discuss LGBTQ+ people during Health and Wellbeing lessons, particularly those focusing on relationships, sexual health and parenthood. Often there is a belief that teaching about LGBTQ+ relationships is inappropriate, however, they are no different to heterosexual relationships. You should discuss all kinds of families including LGBTQ+, single parent and foster families. Similarly, sex education should include LGBTQ+ relationships to ensure your learners are able to make informed decisions. LGBT Youth Scotland have created a series of ‘Good Sex Is…’ resources that look at queer relationships including safe-sex, consent and the risk of sex under the influence alcohol or drugs. There are guides for queer women, men and trans people. You may find these guides useful to help inform yourself ahead of discussing inclusive sexual health with your learners.

Helpful Resources

Twinkl Scotland are committed to ensuring educators have access to a range of high-quality resources that fit within the Curriculum for Excellence guidance. We have a variety of resources specifically for anti-bullying work that can be adapted to address bullying of all kinds.

This We’re All Different PowerPoint is a great resource to discuss bullying with Early Level learners and this Friendship Rules Poster can act as a visual reminder that you can refer back to regularly.

For First Level learners we have these brilliant What To Do If You See Bullying Display Posters to help remind them who can help. We also have our fabulous Part of the Party eBook and accompanying IDL Topic Web and Assessment that will help you discuss being inclusive.

Our Tackling Anti-LGBTQ+ Bullying Blether Stations have been designed to spark conversations for your Second Level learners and these That’s So Gay! Debate Prompt Cards are ideal to use in response to learners using gay as a slur. 
You may want to link your work on anti-LGBTQ+ bullying to the UN Convention on the Rights of the Child. Our Understanding the UNCRC for Learners – Podcast and Script has been designed to help explain the Conventions to learners and this presentation uses learner-friendly language to help you engage further with it.

Protected: 1130

This content is password protected. To view it please enter your password below:

Password:

St Valery: The Other Dunkirk

The Battle of St Valery-en-Caux is sometimes known as ‘the other Dunkirk.’ Find out more about the heroic last stand of the 51 st Highland Division during the Second World War and learn about their legacy using these interdisciplinary resources developed in partnership with Poppyscotland Learning.

Who Were the 51 st Highland Division?

During 1908, following the adoption of the Territorial and Reserve Forces Act of 1907, the British Army created the Territorial Force. This was a part-time volunteer part of the British Army that was intended to recruit more men into the Armed Forces without the need for conscription.

Men aged between 17 and 35 years old could enlist for a term of four years, which could be extended by a year if needed. The recruits could be deployed anywhere in the UK and could volunteer to serve abroad.
When the Territorial Force was formed, it had 14 infantry divisions, one of which was the 51st Highland Division.

The 51st Highland Division fought during the First and Second World Wars. Their headquarters during peacetime were situated in Perth.

The Division included soldiers from all across Scotland and was a kilted Division. During the Second World War, it was decided that kilts would not provide adequate protection in modern warfare and the Division instead wore the standard battledress of the British Army.

During the First World War, the Division became well known for their courage and skill in battle. Their skills in war allowed them to influence a number of high-profile engagements and due to their prowess, six soldiers from the 51st Highlanders were awarded the Victoria Cross.

By the time Britain declared war on Nazi Germany in 1939, Major-General Victor Fortune had been promoted to Commanding Officer (CO) of the 51st Highland Division. In 1940, the Division was deployed to France in order to support the defence of the Maginot Line – France’s heavily fortified defences near the French-German border. The Maginot Line had many concrete obstacles and weapon installations that were designed to prevent invasion, however, it had a weakness. The Ardennes forest spanned the French-Belgian border and due to the density of its trees, the French
assumed armies and tanks would not be able to move through it with ease. The German forces seized this opportunity and quickly overwhelmed the Allied forces, causing them to retreat to the coast. The 51st Highland Division fought off German forces during this retreat and ended up forming a defensive perimeter around the northern coastal town of St Valery-en-Caux.

What Happened at St Valery?

Having been forced to retreat to the coast and hoping for evacuation by sea, Major-General Fortune and his men fought along with the French to defend the town. The journey there had been difficult and the men found themselves exhausted with very little in the way of food or ammunition to continue the fight. Major-General Fortune communicated their situation with the Navy, intending to arrange for evacuation. However, any rescue attempts were hampered by poor weather.

By the morning of 12th June 1940, Major-General Fortune decided there was no other option but to surrender to General Rommel’s 7th Panzer Division. Earlier that morning the French forces had also surrendered, leaving the 10,000 51st Highland Division fighting a battle they could not win alone. The men were taken as prisoners of war and were forced to begin a long journey to prison camps in occupied Poland and Germany.

Private Thomas William Duncan Murray, POW, Gordon Highlander, is third from left in middle row at Stalag VIIB / 8B in Poland. He was captured 12 June 1940 & released 25 Oct 1943.

The journey through France and Germany was hard on the men.
The soldiers were often cruel to them, providing them with little food or water to sustain them as they marched through the heat. Some prisoners were transported on coal barges or on cattle trains, though the conditions in these were also unpleasant. Conditions were similarly challenging in the prison camps, forcing many men to attempt escape. Major-General Fortune had been the most senior British officer to be captured and used his rank to attempt to improve conditions for his men.

The camps were liberated in 1945, allowing the survivors from the 51st Highland Division to return home after five long years imprisoned. Major-General Fortune received a knighthood for his work to improve conditions for prisoners of war and Lieutenant Colonel Lorne MacLaine Campbell received the Victoria Cross, becoming the seventh soldier from the Division to receive the honour.

Though the Division was disbanded in 1968, its memory has been honoured in a number of ways. Songs and plays have been written of
the events in St Valery and poetry written by one of the soldiers himself has been preserved for younger generations. It is vital that we recognise the sacrifices made by these brave men and continue to share stories of their valour.

How Can We Commemorate These Events?

Twinkl Scotland and Poppyscotland Learning have come together to create a range of resources that highlight the legacy of the 51st Highland Division, using personal accounts describing the events of St Valery and the subsequent years of imprisonment. The resources study the events of St Valery in close detail as well as exploring the implications of surrender in wartime, life as a prisoner of war and poetry written by one of the 51st Highland Division soldiers during his imprisonment. These resources can be found through our new Poppyscotland Learning partnership page and they have been created for Second Level outcomes from Curriculum for Excellence.

What is World Oceans Day?

World Oceans Day was created in order to highlight the impact that human life has had on our oceans and the vital role they play in sustaining life on Earth. It was first discussed back in 1992 at the United Nations Conference on Environment and Development in Rio de Janeiro, with the support of the Canadian government. In 2008, the UN General Assembly officially adopted 8^th June as World Oceans Day.

The day is seen as an opportunity for people from all nations to celebrate our ‘blue planet’ by recognising the daily gifts our oceans provide as well as the measures we must take to preserve them for future generations. Events are held across the globe by governments, educational institutions and activist organisations. We know from research that our oceans are getting warmer; that plastic pollution continues to affect marine life and that overfishing destablises our marine ecosystems. We also know that these problems can be solved if humanity chooses to act on them.

How Does This Link to The Curriculum for Excellence?

As part of Scotland’s Curriculum for Excellence, educators play a huge role in supporting children and young people to become responsible citizens. Amongst the Experiences and Outcomes as well as the Benchmarks provided by Education Scotland, there is a clear message of sustainability and a drive to prepare our learners for a more eco-aware society in the future. 

With research indicating the climate crisis must be addressed sooner rather than later, it is important that we show learners even the smallest ways in which they can help make a difference to the world that they will inherit. Teaching them to be compassionate, problem-solving and resilient will help them shape their future.  As well as this, it is our duty to inspire the next generation of climate activists, marine scientists and engineers to ensure they are equipped to contend with the challenges humanity faces. World Oceans Day lends itself to a number of curricular areas including Sciences, Technologies and Social Studies.

Photo by Mike Smith on Unsplash

Is There a Theme For World Ocean Day?

Each year a theme is decided upon to help focus the events taking place for World Ocean Day and in 2021 the theme is The Ocean: Life and Livelihoods. The theme aims to show the symbiotic relationship humanity has with the ocean, reinforcing the idea that protecting our seas protects life on Earth. The UN estimates that 40 million people will be employed within ocean-based industries by the year 2030, so it is vital that we find cleaner ways to interact with our marine environments. 

How Can I Engage My Learners With World Oceans Day?

Here at Twinkl Scotland we are dedicated to supporting educators by providing high-quality learning resources. 

For Early Level learners we have some brilliant resources focusing on how our oceans and coastal areas sustain life. Why not learn about puffins using this PowerPoint Presentation and differentiated reading comprehension? We have also created an Under the Sea CfE Early Level IDL Topic Web and corresponding IDL Assessment Grid, both filled with suggestions for ocean themed activities. You could also use our Mini Home Learning topics for Nursery and Primary 1 learners to extend their learning outside of school – whilst they were initially designed for school closures, the home learning ideas are ideal as homework grids.

First Level learners will love this World Oceans Day Activity Pack that includes a wordsearch, labelling activities and colouring sheets. We have also created an IDL Topic Web and Assessment to help you plan an engaging interdisciplinary learning experience for your P2-P4 learners. We also have Mini Home Learning Topics for oceans and seas, perfect for home learning! Click to find our Primary 2, Primary 3 and Primary 4 resources. 

For your Second Level learners we have a range of resources that focus on the fishing industry in Scotland, perfectly tying in to the Life and Livelihoods theme of World Oceans Day 2021. Plan your learning using our Fishing in Scotland IDL Topic Web and Assessment and check for prior knowledge using our KWL grid. Why not extend your learners’ digital literacy skills using this research based Scottish fish fact-file activity? Our Fishing In Scotland Resource Pack includes a wide range of resources including blether stations, fact cards and matching activities to help Primary 5 to Primary 7 learners understand Scotland’s seafood industry. Our World Oceans Day PowerPoint is a great way to introduce the topic of Life and Livelihoods too.

Your work for World Oceans Day could become part of a larger topic on protecting the seas around Scotland – why not use our display lettering, bunting and banners to help create a stunning display of work?All of our resources can be enhanced by engaging with the UN World Oceans Day website, where you can find further information and resources to help you engage with this important awareness day.