News RSS FeedCopyright (c) 2019 Activeditionen<![CDATA[New Football Heroes competition for primary pupils includes VIP trip to Wembley Stadium]]>Following the 2019 Women’s World Cup, the National Literacy Trust and Bonnier Books UK have launched a new reading and writing competition for pupils aged 7 to 11. The competition is based on the bestselling Ultimate Football Heroes
series, which recently launched new Women’s World Cup editions.

 The competition asks students to nominate their own ultimate hero, giving compelling reasons for their choice. The hero could be their favourite footballer, someone they admire from the local community or even a family member — all heroes are welcome!

The winning pupil will receive the full set of 38 Ultimate Football Heroes books for their school and the opportunity to watch a top football match at Wembley Stadium in a VIP box. The first two runners up will receive a set of 23 Ultimate Football Heroes books to keep, including Messi, Ronaldo and Neymar. The second two runners up will receive a set of the fantastic new Women’s World Cup Ultimate Football Heroes books, including England’s Fran Kirby and USA co-captain and Women’s World Cup winner, Alex Morgan.

The first 15 schools to sign up for the competition will receive a free audio version of one of three Ultimate Football Heroes titles: Kane, Messi or Ronaldo. The competition opens on 8 July and will run until 25 October — making it a great activity for primary schools to do at the start of the new school year.

The National Literacy Trust has created a range of competition activities and resources based on these addictive and inspirational books. The resources aim to help children research their heroes, find out fascinating facts about them and make the case for why their choice deserves to be the ultimate hero and win the competition. The resources are free to download:  

Jim Sells, Sport and Literacy Programme Manager at the National Literacy Trust, said: “We’ve seen first-hand how bringing sport into the classroom can inspire pupils to get reading and writing. The nation was gripped by the World Cup and with a fantastic summer of sport ahead – including the Wimbledon Championships, the Cricket World Cup and The Ashes, the Tour de France and the Netball World Cup – children with have no end of sporting heroes to choose from! Children can also choose a hero from their community or even a family member – all heroes are welcome. We can’t wait to read about all the incredible people that inspire children.”

Kate Manning, Group Director of Sales, Marketing and Publicity for Children’s Trade at Bonnier Books UK, said: “We’ve had so much positive feedback on this series from teachers and librarians, to open it up to more readers is a thrilling opportunity. It’s so important for children to be inspired by their heroes and also to enjoy reading — the Ultimate Football Heroes series does both.”

How to enter

This competition is completely free and open to all UK schools. Entries are invited from pupils aged 7 to 11.

To access resources and enter the competition, you need to be a member of the National Literacy Trust, whether that is through a paid membership or a free basic membership. Find out more about the benefits of becoming a member.

Further information about entering can be found on the National Literacy Trust website.

The competition runs from 8 July 2019 to 25 October 2019.

<![CDATA[Professional Update positively impacting teachers and learners, GTCS evaluation report finds]]>

All GTCS registrants are required to undergo Professional Update, signing-off their professional learning every five years, as part of their registration conditions.

12 June 2019

With the first full cycle of the national five-year roll out of Professional Update (PU) nearing completion, the General Teaching Council for Scotland (GTCS) has published a report looking at how practitioners have engaged with PU and professional learning over the last four years.

A survey gathered data from a sample of teachers who had completed the PU sign-off process. Questions looked at every aspect of professional learning and the PU process in order to gauge the impact it was having on teachers, lecturers and learners. 

Overall, the report shows that engagement in professional learning and with PU has remained consistently high throughout the four-year period. An average of 89% of practitioners felt that their PRD (Professional Review and Development) discussion had helped them with their next steps for professional learning and development. The most striking outcome of the report, however, was the impact respondents felt that their professional learning had on their school, pupils, colleagues and, most importantly, themselves. An average of 95% of respondents said that they felt their professional learning had a significant impact on themselves, with 93% saying they felt it had a significant impact on their pupils. This reflects the overall findings that the value placed by GTCS on high quality professional learning and PU are having a tangible impact on the profession and are supporting a cultural shift in teacher professionalism.

Ellen Doherty, Director of Education, Registration and Professional Learning, GTCS said:

“The results from this report will help us to continue improving the PU process so that teachers and lecturers can get the very best out of their registration with GTCS. We hope this will help us to ensure that our resources and support are helping registrants to reach their full potential.”

Kenneth Muir, Chief Executive and Registrar, GTCS said:

“We were pleased to see from our research report, that many teachers have engaged positively in professional learning and with the PU process since its inauguration in 2014.

“The results show clearly that teachers in Scotland are committed to continuously improving their practice as a means of improving the outcomes for their learners. The findings also indicate the wide variety of professional learning activities undertaken by teachers and their use of GTCS Professional Standards to plan and support their own learning journey and career progression”.

The PU process is a requirement of registration with GTCS. Teachers in Scotland are required to engage in professional learning, self-evaluate this learning using the GTCS Professional Standards, and maintain a record of this learning using their online profile on MyGTCS (or another system agreed by their local authority). Professional learning is not only an integral part of PU, it also keeps teachers’ knowledge and professional practice up-to-date. This allows them to improve their skills, engage pupils and help shape their schools to the best of their abilities.

Further information

<![CDATA[GTCS Webinar: Gender Balance and Equalities]]>Watch a recording of our webinar which discusses gender steretyping

Dr Heather Earnshaw (Education Officer, IGBE) and Dr Sarah McGeown (Senior Lecturer in Developmental Psychology, Moray House School of Education) deliver a webinar about Improving Gender Balance and Equalities (IGBE).

They take a critical look at the evidence for sex differences in education and share research literature on gender stereotypes and unconscious bias.

They discuss how gender stereotypes can have a negative impact on both boys and girls and how early years professionals and teachers can actively challenge gender stereotypes in their classroom.

Associated files

Sarah and Heather's presentation slides are available to download here:

    More resources

Practitioners will find a wealth of research and resources to provide support in tackling gender stereotyping on the National Improvement Hub:

Improving gender balance 3-18

Your ideas wanted

We will be running further webinars and would welcome your suggestions on topics we might cover. Please email your suggestions to:

<![CDATA[Mental health training set to support teachers in Scotland]]>SAMH launches e-learning resource - ‘We All Have Mental Health’-  for teachers

SAMH (Scottish Association for Mental Health) has launched a new free e-learning resource ‘We All Have Mental Health’ for school teachers across Scotland.

The online training resource aims to equip teachers with the skills and knowledge to recognise and respond to pupils who are experiencing mental health problems.

In 2017 SAMH surveyed over 3,000 school staff, and found that two-thirds of teachers didn’t feel they had received sufficient training in mental health to allow them to carry out their role. The mental health charity has created “We All Have Mental Health” in direct response to that feedback using charitable funds.

Teacher with group of pupils, looking at SAMH materialsIn response to growing concerns about children and young people’s mental health highlighted by organisations including SAMH, the Scottish Government has recently committed to ensuring all secondary schools across Scotland have a counsellor from 2020 onwards. SAMH wants to see a whole-school approach, in which all school staff are able to support students through mental health challenges.

‘We All Have Mental Health’ has been designed to provide an introduction to mental health for teachers. The resource has been created by SAMH in conjunction with the General Teaching Council for Scotland and teachers including Pam Steel, a PE teacher at Wallace High who is a leading advocate for mental health best practice and has been seconded to SAMH.

Highlighting the power of listening to students about their concerns, the tool focuses on common challenges that teachers face, pulling together real-life case studies from pupils and parents on a wide range of mental health scenarios.

‘We All Have Mental Health’ also emphasises the importance of teachers’ own mental health and self-care, providing tips to improve their wellbeing and manage stress.

One of the first schools to benefit from the online training tool is Armadale Academy in West Lothian, where SAMH is also piloting a programme to help young people transition from school into further education

Barry Speedie, deputy head teacher at Armadale Academy, said: “All of the teachers at our school will be completing this excellent new training, which will help to equip them with the knowledge and skills they need. We’re delighted to have piloted this training and will keep working with SAMH in future to ensure our pupils get the best support possible ”

Pam Steel, education development officer at SAMH, said: “Everyone with a role in a young person’s life should be confident that they can help – parents, teachers, sports coaches, youth workers. When it comes to mental health, the golden rule for teachers is ‘recognise, respond, and refer’. Through our new online tool, teachers now have access to a resource which can help them recognise, respond to and, if necessary, refer pupils who are experiencing mental health problems. Thanks to our pilot with Armadale Academy, we know that teachers value the training and advice, so we’re hopeful that this can become a central resource for all teachers across Scotland.”

Further information

Teachers can access ‘We All Have Mental Health’ via the SAMH website.