Teachers “key to raising attainment”...interesting to see Pasi Sahlberg’s tweets...

Professional RecognitionHow GTC Scotland recognises your expertise

Fitness to TeachExploring teacher-pupil relationships in a digital world

Professional UpdateDispelling some myths and misunderstandings

Spring 2015 Issue 58 For the teaching profession, by the teaching profession SgrÌobhte do thidsearan le tidsearan

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Teachers “key to raising attainment” New Cabinet Secretary speaks exclusively to Teaching Scotland about the task ahead

Teaching Scotland . 3www.teachingscotland.org.uk

CONTENTSTeaching Scotland Magazine ~ Spring 2015

14 Professional UpdateDispelling some of the myths and misunderstandings about Professional Update

16 Professional RecognitionHow GTC Scotland recognises the development of your expertise

18 Educational researchResources are available to support the development of an enquiring teaching profession

22 Food for thoughtProgrammes and activities around the Year of Food and Drink

27 Angela ConstanceAnswering our questions on key educational issues

34 CollaborationNew partnerships between universities and local authorities are taking shape

46 Appliance of scienceA new professional learning resource is helping primary teachers tackle science topics

48 First serveJudy Murray is on a quest to improve the popularity of tennis

SOCIAL MEDIA

Defining the boundaries

PAGE 32

Teaching Scotland is the magazine of the General Teaching Council for Scotland (GTC Scotland). GTC Scotland is the independent professional body which maintains and enhances teaching standards and promotes and regulates the teaching profession in Scotland. We strive to be a world leader in professional education issues. GTC Scotland aims to promote equality and diversity in all its activities.

Teaching Scotland is planned, designed and published by Connect Publications (Scotland) Ltd on behalf of GTC Scotland. www.connectcommunications.co.uk

Main officeGTC Scotland, Clerwood House, 96 Clermiston Road, Edinburgh EH12 6UT T: 0131 314 6000Interim Editor: Evelyn Wilkinsemail: [email protected]

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The views expressed in Teaching Scotland are those of invited contributors and not necessarily those of GTC Scotland. The information contained in Teaching Scotland is of a general nature and is not to be taken as advice on any individual situation. GTC Scotland does not endorse any goods or services advertised, nor any claims or representations made in any advertisement in Teaching Scotland and accepts no liability to any person for loss or damage suffered as a consequence of their responding to, or placing reliance upon, any claim or representation made in any advertisement appearing in Teaching Scotland. Readers should make appropriate enquiries and satisfy themselves before responding to any such advertisement, or placing reliance upon any such claim or representation. By so responding, or placing reliance, readers accept that they do so at their own risk.

Printed on paper sourced from well-managed sustainable forests© GTC Scotland, 2015. ISSN: 1469-3054.

Professional RecognitionHow GTC Scotland rewards your expertise

Fitness to TeachExploring teacher-pupil relationships in a digital world

Professional UpdateDispelling some myths and misunderstandings

Spring 2015 Issue 58 For the teaching profession, by the teaching profession SgrÌobhte do thidsearan le tidsearan

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COMPUTER IN

OUR PRIZE DRAW

COMHAIRLE CHOITCHEANN TEAGAISG NA H-ALBA

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4 . Teaching ScotlandSpring 2015

At a time when statistics on teacher numbers and local authority budgets abound in the media, I was

particularly pleased to see internal GTC Scotland statistics showing that the number of teachers signing up to a MyGTCS account had surpassed 60,000. With around 53,000 active teachers and 74,000 total registrants, the statistic shows a significant increase over the past year. In talking to teachers in recent months, it is clear that much of the increase results from Professional Update and the ease with which MyGTCS can be used by teachers to update their professional learning. The growth in numbers is also clearly a result of some teachers wanting to prepare for the planned National E-Portfolio, now named MyProfessionalLearning – a professional learning portal based around MyGTCS which will be piloted from April 2016 (see page 11 for further details). This major project, being led and developed by GTC Scotland, will give all teachers a more consistent, intuitive and portable means of recording and accessing their professional learning, in line with recommendations in Teaching Scotland’s Future report.

As many of us know, the

Education Authority (EA) budget figures are likely to result in fewer EA-run conferences and seminars than in the past and less chance of teachers attending expensive, commercially-run events. However, as we at GTC Scotland have consistently emphasised, some of the very best professional learning emerges from “low-cost/no-cost” activities that are increasingly being recognised and valued – engagement in practitioner enquiry/action research, professional dialogue with colleagues, and peer observation and feedback being but a few. The importance of feedback is perhaps best summarised by John Hattie who states that “Feedback is the gold dust of learning and improving”. It was good to see this quote appearing recently on Twitter [@VisibleLearning] – an increasingly helpful medium by which I, and many teachers I meet and talk to, access sources for some of our professional learning.

Talking of Twitter, as GTC Scotland and other key national bodies in Scottish education consider the implications of the educational elements in the Scottish Government’s recently-published Programme for Government, One Scotland, it was

interesting to see Pasi Sahlberg’s tweets [@pasi_sahlberg] from his recent work in Chile. Apart from being able to download and reflect on Pasi’s excellent slide presentation, Finnish Lessons for Chile, it was useful to note how closely his lessons align with the direction we have been moving in Scotland, and where One Scotland suggests continued focus:

� Lesson One – Spend public money where it makes the most impact!

� Lesson Two – Enhancing equity of education in [an] extremely unequal society is the best way forward to better quality education.

� Lesson Three – Create a new normal in [the] teaching profession: Professionalism, trust and time to collaborate should be given high priority.

KEYNOTEKen Muir, CEO, GTC Scotland

Figuring out the future for Scottish education


Pasi’s presentation contains the usual array of statistics to support his thesis that strong equity delivers high achievement (interestingly not “attainment”) and success for learners, and I am certain that he will attract a huge audience next January when he speaks at the International Congress for School Effectiveness and Improvement (ICSEI) being held in Glasgow and co-hosted by GTC Scotland and Glasgow University [@ICSEIGLASGOW16].

Before leaving Twitter, I thought I’d name check some other educationalists who, through that medium, have provided me with genuine professional learning opportunities. All worth a look:

@MarkRPriestley (Stirling University) – on teacher agency and curriculum change.

@HargreavesBC (Professor Andy

Hargreaves, Boston College) – especially on leadership.

@AlmaHarris1 (University of London and former President of ICSEI) – on distributed leadership.

@robertowenctr (University of Glasgow) – on the benefits and drawbacks of case study research.

Of course, Twitter is but one method of accessing professional learning and its use does not negate the value of accessing other sources such as academic and practitioner research. GTC Scotland has taken a major step forward in supporting this by providing teachers with access to 1,700 academic journals containing research on education and leadership (EBSCO) and launching EducationHUB – an interactive platform where teachers can share, discuss and review

unpublished practitioner-produced research and enquiry. Both are proving to be very popular and are part of our commitment to support the creation of the reinvigorated approach to 21st-century teacher professionalism, with teachers engaging collaboratively in well-researched innovation, as set out in Teaching Scotland’s Future.

Throughout all of the recent changes and developments in Scottish education, one statistic that hasn’t changed is the proportion of teachers who are committed to delivering the highest quality of education for all children and young people in their charge. That has always been, and always will be, 100%. It is this statistic that matters most and which will be the guarantee to delivering a successful future for Scottish education. KM



GTCS Council Convener keeping the numbers upDerek Thompson, GTC Scotland Council Convener, has been a head teacher at Westhill Academy since 1999 and his wife Margaret, principal teacher of mathematics, has taught at the school since 1988. Now their two daughters are following in their parents’ footsteps to take up teaching as a career.

Shona is a graduate of Edinburgh University in Physical Geography and Geology and is studying a postgraduate teaching qualification at Aberdeen University while Lisa is in third year at Aberdeen University doing MA Honours Education. Both hope to complete their teacher

education in Aberdeenshire through the Teacher Induction Scheme.

Shona, 21, has recently been on a placement at The Gordon Schools, Huntly, and younger sister Lisa, 19, has been developing her teaching skills on placement at Dunecht Primary School, which both she and Shona attended as a pupils.

Derek said: “All four Thompsons will be in Aberdeenshire schools teaching at the same time and so we are definitely doing our bit for increasing teacher numbers.

“I am really proud my daughters have followed their mother and me into a very rewarding teaching

profession and I know they will enjoy working with young people and supporting their learning.”

Joint winners receive 2014 prestigious education awardStacey McKillop from Holytown Primary School in Lanarkshire and Steven McHarg from Letham Primary School in West Lothian were joint winners of the George D Gray Award for 2014. Now in its fourteenth year, the award seeks to find the most distinguished BEd assignment(s) in Scotland.

GTC Scotland Chief Executive, Ken Muir, said: “The judges found it impossible to pick a winner from these two theses. Both are excellent examples of the kind of high-quality research and enquiry that is becoming a more widely accepted and popular form of teacher professional development and learning across Scotland.”

Stacey said: “I am delighted to receive such a prestigious award. My research project aimed to identify how primary school teachers can effectively address the needs of looked-after children. It outlined the challenges that these children face throughout their education and

offered ways in which practitioners can support children’s learning.”

Steven said: “It was a privilege to present and discuss my research. A great deal of previous work has suggested that the most effective learning relies on positive

relationships between teachers and pupils, and I wanted to expand on this by exploring pupils’ perspectives. My hope was to find some significant areas in which we might reflect on, and hopefully improve, relationships with pupils in the future.”

Gearing up for 2016 The International Congress for School Effectiveness and Improvement (ICSEI) comes to Scotland in 2016. The conference will offer a unique forum for practitioners, academics, policy makers and researchers to share worldwide experiences of education. ICSEI 2016 will include keynotes from Dr Rowena Arshad from the University of Edinburgh and Professor Graham Donaldson from the University of Glasgow, while Pasi Sahlberg will lead the Teachers Day. Find out more at www.icsei.net/2016/ or @ICSEIGLASGOW16

Stacey and Steven received their certificates from GTC Scotland in late 2014

Left to right: Lisa, Margaret, Derek and Shona Thompson

HAVE YOUR SAY AND WIN! We want to make sure Teaching Scotland is a valued resource and your feedback is vital to help us improve and enhance the print and digital offering of the magazine. Readers are invited to complete a short online survey. All participants will be entered into a prize draw to win a Samsung Galaxy tablet. Find the survey at www.teachingscotland.org.ukThe survey will close on Monday 20 April.

Your lettersDear Editor,Regarding the article by Gary Walsh Character, Culture and Values, I was waiting at every new paragraph for the mention of faith. Considering that it was the Christian reformers who established the education system in Scotland, so that “every person could read the Bible and thus be called into a relationship to God through faith in Jesus Christ”, this aspect is not touched on at all. Yet it is this faith which inevitably leads to the kind of character, culture and values making up healthy people and a healthy society, as seen throughout history. Scotland’s profound global impact includes to a large extent the work of Scottish missionaries and their sharing of Jesus’ love and values. In this day and age of ethical dilemmas brought on by global trade, advancing technology and so called life-extension sciences, our need for God’s guidance is greater than ever in order to make the right choices for our personal life, our society and our world.

Elkie Kammer (Inverness)

Leadership mastersA masters qualification for headship will be introduced this year and become mandatory for all new headteachers from 2018/19, First Minister Nicola Sturgeon has announced.

Also revealing a further £1 million to create new opportunities for teachers to learn at masters level, the First Minister said: “Strong leadership and the best teachers are a fundamental part of improving attainment and achievement for children and young people.”

Ken Muir, CEO of GTC Scotland, said: “GTC Scotland warmly welcomes the First Minister’s announcement. This will only serve to further strengthen and embed our commitment as a country to high standards across the teaching profession.”

Fischy Music Fischy Music has launched a new ground-breaking online Health and Wellbeing tool to support teachers and pupils in the classroom. Funded by the Scottish Government, Fischy Online includes videos, “Symbol Movies” and teaching notes, all searchable by theme and curriculum outcome. More information is available at www.fischy.com or [email protected]


An election will take place later this year to fill 11 of the 19 registered teacher seats for a four-year

term on the fully independent GTC Scotland Council. These seats will be in the following categories: primary/nursery, secondary, further education and universities that provide Initial Teacher Education.

A by-election will also be held to fill an interim vacancy in the primary/nursery category for a two-year term. Registered teachers elected to the Council will take up office on 2 April 2016.

What you need to knowFor the first time:

� voting in the Council election will take place solely online. This reflects the Council’s aim to be environmentally friendly and cost efficient in line with our organisational values and financial strategy.

� while information on the election process will continue to be published in Teaching Scotland throughout the year, all other election communications will be made available solely by digital means through the GTC Scotland website and other online communication channels and to registrants’ email addresses held by GTC Scotland.

An email with a secure PIN and link to the voting website will be sent to each registrant to enable them to cast their vote online. Please note that this will replace the practice in previous Council elections of sending registrants a

printed ballot paper and candidate information.

What you need to doMake sure that GTC Scotland holds an up-to-date email address for you so that you receive information about the election, candidates and your secure PIN to enable you to vote.

You can add an email address or update your email address by logging into MyGTCS or by signing up for a MyGTCS account at www.gtcs.org.uk/mygtcs TS

GTCS Council Election 2015-2016:your chance to make your mark on education in Scotland

CfE in Th e Ardentinny Oudoor Centre with Actual Reality

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Learning outside the classroom off ers so many benefi ts it is diffi cult to list them all but for many schools and for most young people just the fresh air and the rosy cheeks would be a good enough reason for doing it.

When you bring your pupils to Ardentinny there is not only a guarantee of

rosy cheeks, there is also a promise that the learning and teaching will be maximised.

We turn almost everything pupils do at the centre into an experience of achieving and succeeding; so when pupils return to school they bring a wonderful sense of well-being and new energy for classroom work.

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many and our seasonal price variations help to ensure that the costs of a visit are aff ordable given a suffi cient lead in time.

Book now for the best prices in session 15-16. Visit : www.actualrealitycentres.comTel: 01369 810 271

Further information can be found on the GTC Scotland website at www.gtcs.org.uk/election

Be inspired by Scotland’s Past

Advertising feature

Planning a trip for Spring or Summer term – visit a Historic Scotland property near you.

Our inspirational places provide exciting opportunities for exploration and discovery outside the classroom with over 300 prehistoric sites, castles, abbeys and industrial buildings spanning 5,000 years of Scotland’s history and culture. Visits are a great way to deliver Curriculum for Excellence enabling learners of all ages to engage with their local heritage, be inspired creatively, learn new skills for life and work and promote health and wellbeing through outdoor learning.

Visits for education groups are free* with downloadable support resources available. Our popular

schools activity programme covers a range of topics and resources like handling objects and replica costumes provide interactive and memorable learning experiences.

We o� er a � exible approach to meet learning requirements and free planning visits and CPD opportunities ensure teachers and group leaders get the most from a visit. We support access for groups with additional support needs and provide assistance with transport costs.

Visit our website to find out more www.historic-scotland.gov.uk/learning*Terms and conditions apply.


MyProfessionalLearning to be launched for teachersGTC Scotland has been asked by the Scottish Government to lead the development of a National E-Portfolio system, which will enable teachers to record and reflect on their professional learning and link this to the Professional Standards and Professional Update. This portal will be known as MyProfessionalLearning.A pilot project is scheduled to launch in August 2016 and a project implementation working group with representatives from a

range of organisations and professional associations has been set up to provide advice and guidance during this project. The guiding principles of MyProfessionalLearning include that it must not add to teacher workload; it should be an intuitive and streamlined system; and it should be developed and tested by user groups consisting of teachers, employers and others to ensure that its functionality and design meets the needs of the profession.

User groups have now been set up and GTCS is working closely with them through this development of the project. If you have

any queries please email Nathalie de Goede at [email protected]

National Lecture 2015We are pleased to announce that Professor Louise Richardson, Principal and Vice-Chancellor of the University of St Andrews, will deliver our National Lecture this year. She will talk on the very important issue of equality and diversity in Scottish education. The lecture will be held in the autumn – further details to follow in our next issue.

Education professionals in the New Year Honours ListThe New Year Honours list recognises the achievements and service of extraordinary people across the UK. Congratulations from Chief Executive Ken Muir and all at GTC Scotland to the following recipients:

z Maureen MCKENNA: Director of Education, Glasgow City Council. Awarded OBE for services to education in Scotland and Malawi.

z lMrs Ellen MUIR: Headteacher, Pilrig Park School, Edinburgh. Awarded MBE for services to education.

z Ms Fiona Margaret SELLAR: Principal Music Teacher, Nairn Academy. Awarded MBE for services to education, music and charity in Nairn.

Bookbug Week 2015

Bookbug Week 2015 will take place between 18 and 24 May, with hundreds of free story, song and rhyme events

for families with babies and young children held across the country. The theme this year is Bookbug’s Big Bedtime Story.

The Bookbug programme provides every child in Scotland with four free packs of books and runs free Bookbug Sessions at libraries and community centres across the country. Bookbug is funded by the Scottish Government and managed by Scottish Book Trust.

Bookbug Week 2015 will see bedtime-themed events taking place in every local authority in

Scotland, with special appearances from some of the UK’s best-loved children’s authors and illustrators. Schools and nurseries across the country will be given the opportunity to participate in a fun-filled Authors Live event, streamed live from the BBC’s studios in Glasgow on Thursday 21 May, and some fantastic Bookbug prizes will be up for grabs via Bookbug’s Facebook page (www.facebook.com/BookbugSBT) and Twitter (@Bookbug_SBT) throughout the week.

Donald Meek Award 2015The Gaelic Books Council is inviting submissions for the Donald Meek Award 2015, which aims to encourage new and creative writing. Submissions may include gaelic poetry, short stories, novels or drama. Research works written in English but related to Gaelic subject matter are also invited. Applications must be submitted by Friday 3 April 2015. For more information contact [email protected] or visit www.gaelicbooks.org

GTCS stakeholder researchGTC Scotland recently commissioned independent research to gauge stakeholder engagement. The results of this will be reported to GTC Scotland’s Council in March and a full report will be provided in our next issue.

Find out more about Bookbug Week and events happening in your area at www.scottishbooktrust.

com/bookbugweek



The collection of the annual registration fee starts in March each year. Fees are collected in a number of ways, but the

vast majority of teachers pay through the Deducted at Source (DAS) process, meaning that the fee is deducted directly from salaries.

The DAS process applies for teachers who are in employment as a teacher in Scotland (including supply teachers) on 1 April. The registration fee of £50 will be deducted from teachers’ salaries and then paid directly to GTC Scotland. It is important that teachers check their pay statements for both March and April to ensure that the fee has been deducted. If a pay statement does not show this payment then the annual registration fee will be outstanding.

Registration Services work hard to ensure the process works well; however, with approximately 62,000 payments from more than 40 different employers there are occasions when a teacher’s fee isn’t paid or is deducted more than once, which can happen, for example, when a supply teacher is working for more than one authority. We always work closely with the teacher and employer to resolve any difficulties that might arise, but it is important that any teacher who thinks there is an issue, contacts Registration Services as soon as possible.

If you are not employed as a teacher in Scotland, you will receive a letter from GTC Scotland in early May. The letter provides payment methods and a deadline date for the registration fee to be paid. If you do receive a letter asking you to pay your registration fee, it means we have not received payment from an employer or any other source. If you think this is incorrect, please contact Registration Services by email at [email protected] as a matter of urgency. Teachers who have not paid their annual registration fee by the payment deadline will have their name removed from the Register.

It is a legal requirement for any teacher teaching in a Scottish local authority school to be registered with GTC Scotland. Being registered not only allows someone to teach but also provides assurance that teachers meet a national standard of teaching.

If you have changed your details it is important that you update them. You can do this by using our secure online facility – MyGTCS –which can be found on our website (www.gtcs.org.uk) and either log in to your account or, if you haven’t already done so, sign-up for an account by following the screen prompts. TS

60 seconds with...

Scots language

Sign-up for schemeEducation Scotland’s Scots Language Co-ordinators Katrina Lucas and Simon Hall are looking for more schools to take part in a new scheme to promote the use of Scots Language in schools.

So far, Education Scotland has enlisted around 40 confident Scots speakers from different walks of life to work in partnership with a school, to encourage staff and pupils to use Scots within the classroom and raise the status of the language.

Simon said: “The scheme works to create links between schools and Scots speakers within their communities to offer learners the chance to meet role models who use Scots, and show them that it can be used in their careers, and in their personal and professional lives.”

Read more about the scheme on Teaching Scotland online or contact [email protected] or katrina.lucas@education scotland.gov.uk

TS: Why did you decide to become a primary school headteacher and what do you like most about your job?When I was working as a Principal Teacher I decided, as part of my professional development, to complete the Standard for Headship Qualification. I’ve always enjoyed learning and soon realised while I was studying that I wanted to run a school of my own. I enjoy working as part of a team and giving both pupils and staff opportunities to lead.

TS: What would you say have been your biggest challenges over the past year as a headteacher? Personally, my biggest challenge has been managing my work–life balance. One of my new year resolutions is to go to the gym more.

TS: What would be your one piece of advice for primary school teachers who aspire to become headteachers?Go for it! Seek as many opportunities as possible within your school or cluster to gain experience of leading others to help you decide if it is the right career path for you.

TS: What were your reasons for joining GTC Scotland as a Council member?The development of teaching as a profession with high standards and expectations is important to me.

I wanted to contribute to decision making at this time of professional change and challenge.

TS: What do you enjoy and value about your position on the Council of GTC Scotland?I enjoy being part of decision-making processes and participating in different aspects of the Council’s work. I feel privileged in having the opportunity to be part of GTC Scotland’s Council.

TS: What are your thoughts on Professional Update and the requirements placed on teachers to engage in the process?I think it is a means of recognising and validating what teachers already do to develop their practice. It’s an essential tool to ensure standards are being maintained.

TS: If you had to convince someone why teaching is a rewarding career, what would you say?There’s no better feeling than seeing children continue to make progress in their learning. As their teacher it’s a privilege that leaves you wanting to do more.

GTCS celebrating 50 yearsGTC Scotland is celebrating its 50th birthday this year and would like to thank all registrants, staff and Council members past and present who have contributed to the work of the organisation.

Teaching Scotland will be celebrating the anniversary in the June issue, which will include features looking at the history of the organisation and how teaching has changed over the years.

The milestone will be celebrated on 2 June. Individuals from across the education community are expected to attend to celebrate the anniversary.

How we collect the registration fee

Marie Connor, GTCS Council member and headteacher at Arngask Primary School

CondolencesAll staff at GTC Scotland would like to send their condolences to the family and friends of teachers Stephenie Tait and Maryam Najafian who were recently killed in two tragic accidents. Stephenie had taught at St Philomena’s Primary School in Glasgow and Maryam taught at Lanark Primary School in South Lanarkshire.

If you would like any further information on the process, please email registration@

gtcs.org.uk

I have to keep a huge portfolio of

everything I’ve doneYou don’t have to record every detail.

You should only record relevant PL and your reflections on the impact of this in

relation to your agreed areas for development. In fact, the word “portfolio”

doesn’t even feature in the PU sign-off statement that you and your

manager will confirm.

I resent having to use my employer’s

recording system as well as GTC Scotland’s

We don’t require you to use more than one system. Your employer’s PU scheme has

almost certainly been validated by us including the recording system, so,

regardless of whether your employer has chosen to use the MyGTCS system or has

its own system, you only have to use one method of recording.



More information about Professional Update can be

found on the GTCS website at www.gtcs.org.uk/professional-update

Professional Update: the myths and misunderstandingsGTC Scotland's Education Team explores some of your questions about Professional Update

We’ve had contact with thousands of teachers over the past few

years about Professional Update (PU), through meetings, emails,

phone calls and confidential surveys evaluating the pilot schemes, and we’ve come across a few myths and misunderstandings. We thought it might be helpful if we set the record straight on some issues. Here are a few of them.

I’m not involved in PU until 2017–18All teachers have been involved in PU since August 2014. You might think that you’re not part of the scheme yet because your sign-off year is not until 2017-18, but the sign-off is only one element of PU. It’s an ongoing process which involves engaging in, reflecting on and recording the impact of

professional learning (PL), using the Standards as part of this process, and discussing this as part of the Professional Review and Development (PRD) process. Plus, you need to keep your details held on the register up to date annually. This started for all of us last August.

This is yet another new thing being introduced for teachers

(or alternatively the opposite, there’s nothing new in this PU business)

PU is not “yet another new thing” in that the building blocks – PRD, PL plans and records, and the application of the Standards – have been required as part of teachers’ professional lives for almost 15 years, although use of these may have been patchy.

However, there is something new and that is the bringing of these together into a unified process that links with the GTC registration system and, importantly, that empowers individual teachers to take responsibility for their own PL and to reflect on its impact.

I heard that GTC

Scotland is checking up on teachers by reading

their PU entriesYour PL plan and record are for you to use

and share with your manager only (or others agreed locally) as part of your continuing

professional dialogue. GTC Scotland doesn’t monitor them and, if we decide to sample, we will

notify you. The only information we actively seek is confirmation of your engagement in

the process from you and your line manager – that’s the five-yearly

‘sign off’.

I’ve been told that I have to work through every item in GTC

Scotland’s StandardsWe don’t require you to do this. There are lots of different ways of using the Standards. First, you choose the Standard(s) most appropriate to your professional role. Depending on your role, context and stage of your career, you may use more than one Standard. Second, it’s intended that you select those parts of the Standards

relevant to your agreed areas for development for reflecting on and for planning your PL. While you may find it helpful once in a while to self-evaluate in a more global way against the whole Standard, PU is not about proving you meet a Standard by working through it systematically over a period of years or producing evidence for every element.



Jacqueline Morley, Senior Education Officer, explains how to secure the award and how to apply

Professional Update supports all teachers’ engagement in professional learning, helping to develop

and enhance their professional knowledge and practice. For more than 1700 teachers this professional learning has also led to achieving the award of Professional Recognition, an award which celebrates the work teachers have undertaken to develop their expertise and accomplishment in a particular area of interest.

Professional Recognition aligns closely with the Standard for Career-long Professional Learning. This standard describes the advanced professional knowledge and pedagogical expertise that registered teachers develop and maintain as they continue to progress in teaching and the education profession. A teacher may also choose to reflect against aspects of the Standards for

Leadership and Management and, for lecturers in the college sector, the Professional Standards for Lecturers in Scotland’s Colleges (Scottish Government 2011).

The list of areas teachers have achieved Professional Recognition in is, in itself, impressive and very varied, reflecting the dynamic nature of the professional learning and enquiry being undertaken. It includes, for example, coaching, creative learning, assessment, supporting teacher learning and

learning for sustainability, to name just a few.

The award is open to all teachers who have completed one year of professional practice after gaining full registration from GTC Scotland, and recognises the teacher as an enhanced practitioner in that field for a period of five years.

There are two ways to gain Professional Recognition (see overleaf): first, by applying individually for recognition in a particular area of expertise/accomplishment or, second, by completing a professional learning programme which has already been awarded Professional Recognition by GTC Scotland. JM

The Professional Recognition process

provides the opportunity for a teacher to be recognised as an

accomplished practitioner, whose practice is

underpinned by ongoing reflective enquiry and

enhancement of practice

To achieve Professional Recognition you are required to adopt an enquiring approach to investigate and evidence how you have engaged in enhanced, significant and sustained professional learning. You need to show how this has impacted on your skills and abilities, and on learners and learning.

You should demonstrate this in relation to one or more of the key areas outlined in the Standard for Career-Long Professional Learning. The application form, which can be downloaded from our website, asks teachers to:

�Describe how they have developed their area of expertise/accomplishment as part of a coherent, systematic and sustained learning experience.

�Outline how enhanced academic and professional knowledge of the subject/topic/issue has been supported by relevant research, literature, policy and practice.

�Critically examine, analyse and evaluate what impact the area of development and expertise has had in their thinking, learning and practice, and on learners and their learning.

� Look at how their knowledge and experience has been shared with others and what impact this has had, including extracts of analysed evidence to support this.

� Look at next steps for professional learning in light of this work and outline how the professional discussions with their line manager have shaped their thinking and practice.

Route one: make an individual application for Professional Recognition

The two routes to Professional Recognition

A broad range of professional learning programmes have been awarded Professional Recognition by GTC Scotland’s Accreditation Panel.

One such example is the University of Strathclyde’s Postgraduate Certificate in Supporting Teacher Learning. Awarded accreditation in 2013, over 50 students have now completed, or are in the process of completing, the course programme. Because the course has been accredited by GTC Scotland, those who successfully complete it are automatically awarded Professional Recognition.

Course leader, Aileen Kennedy, said: “Donaldson’s proposal that ‘All teachers should see themselves as

teacher educators and should be trained in mentoring’, together with an increased focus on Masters-level learning, provided the stimulus for this course.”

The Supporting Teacher Learning programme is designed to help develop the specific skills, knowledge and understanding that education professionals need in order to support teacher learning in schools, universities and local authorities.

Shirley MacLachlan, Depute Headteacher at Wallacewell Primary School in Glasgow, was recently awarded the certificate. Shirley said: “Within our school, a number of teachers with a range of experience and career aspirations decided to take up the course.

Shirley said: “Knowing that the course was accredited by GTC Scotland was extremely important to me – that it was recognised and relevant to the teaching profession was vital.

“Within school, my remit includes CPD co-ordinator, student responsibility and PRD, all of which were covered within the course. I now have a greater understanding, both practically and theoretically, of support strategies, including mentoring and coaching, and of supporting teacher professional learning across the stages of the teaching career.”

Route two: complete an accredited professional learning programme

For further information visit www.gtcs.org.uk/professional-recognition

For further information visit www.gtcs.org.uk/professional-recognition

More information about Professional Recognition can

be found on the GTCS website at www.gtcs.org.uk/professional-recognition


The transformative effect of teacher led enquiry can’t

be underestimated imo ‘unleash your inner probationer’ @mrjamiesonflips

A summary of our first research chat, captured on storify, is available at https://storify.com/gtcs /research-chat-gtcspl/

GTC Scotland recognises the importance of research to teachers and Scottish education.

In August 2014, GTC Scotland launched free online access to a wide range of educational research, available to all registered teachers through their MyGTCS account. This has become an integral part of teacher professional learning in Scotland.

A Research Engagement Group (REG), comprising colleagues from across the education community, has been set up to help

promote and support critical engagement with research. Members of the REG have facilitated a number of online chats via Twitter, to encourage debate and discussion about teacher engagement with research. The first of these was led by Mark Healy, a secondary teacher in North Lanarkshire. Mark commented: “It’s important that we highlight and explore how ‘evidence’ may inform our practices as teachers, particularly in the current context of a growing trend in education to refer to ‘evidence’ based practice.”

Recognising the value of practitioner-produced research and enquiry, GTC Scotland also recently launched EducationHUB, a new online platform to support research. Dr Zoè Robertson, Acting Head of Educational Services at GTC Scotland, said: “The platform provides a unique opportunity for teachers to access, discuss and review each other’s research. It aims to be inclusive and make practitioner research more accessible for teachers across Scotland. Although EducationHUB is not a ‘peer reviewed’ published journal, clear criteria are provided to help individuals consider the rigour and value of the practitioner research.” TS

For more about how GTC Scotland is supporting teachers’ engagement with

research, including information about our Twitter chats, go to: www.gtcs.org.uk/research-engagement/research

Why is it important for teachers to engage in (and with) research?Comments heard on Twitter from voices across the education community

Imp for three reasons REFLECTION, REFLECTION,

REFLECTION @Dubai_Teachmeet

I believe it’s our professional duty and we should model to

our students that we are learners @martin_nmartin

Debate encouraged among teachers online

Engagement in research gives

depth of understanding and confidence to make new methods work – allows teachers to be activists @aileendunbar

Research engaged practitioners are

motivated by their learning and reflection to adapt and improve their practice @andreareid

Developing as an enquiring profession: supporting research engagement


Throughout its history, GTC Scotland has had a role in the accreditation of programmes of Initial Teacher Education

(ITE) in Scotland – but this role has been enhanced since 2012 when GTC Scotland became an independent body.

Legislation now governing GTC Scotland says that it is for GTC Scotland to ‘determine’ what constitutes a teaching qualification for school teachers in Scotland. This is a significant power, suggesting considerable faith in GTC Scotland to deliver such a task; a task which, in most countries, is reserved for the government.

In response, GTC Scotland has continued the government’s previous practice of issuing a set of Guidelines for Programmes of Initial Teacher Education in Scotland, which set parameters for ITE programmes in Scotland. The guidelines set out the aims of ITE and stress the need for it to be developed and delivered in partnership between universities and local authorities/schools. They set requirements that all programmes must meet to gain GTC Scotland accreditation; and

programmes must be accredited to run. They also make explicit reference to students achieving the Standard for Provisional Registration by the end of ITE.

Accreditation involves the university submitting to GTC Scotland a self-evaluation document considering its current programme, then detailing changes it plans to make to update provision to meet the needs of Scottish education. A panel at GTC Scotland is formed that includes members of Council (including elected registered teachers) and external experts, such as another university lecturer, a headteacher/local authority officer and an inspector. The panel reviews the submission, then meets with the university partnership team to explore the programme proposal.

The main decision to make is whether or not the programme

merits accreditation. If it is accredited then conditions may be attached – things that must be done to allow the programme to run. Sometimes recommendations are also given for university consideration.

If successful, accreditation is awarded for up to six years, with the caveat that if the programme significantly changes during that time it must be brought back to GTC Scotland.

On occasion, GTC Scotland works with the university jointly, combining GTC Scotland accreditation with the university’s own validation process.

With a view to further refining the accreditation process, GTC Scotland currently has a working group looking at how things might be improved – but there is agreement that any changes will build on an already secure base. TH

To find out more, and to view GTC Scotland’s Guidelines for Programmes of Initial Teacher Education in

Scotland, go to www.gtcs.org.uk/education-in-scotland/universities

GTC Scotland’s role in the accreditation of educationTom Hamilton, Director of Education, Registration and Professional Learning

GTC Scotland currently has a working group looking at

how things might be improved - but there is

agreement that any changes will build on an

already secure base

Tom Hamilton is Director of Education, Registration and Professional Learning at GTC Scotland. Qualified in both Primary and Secondary teaching, Tom’s last post in a school was as Principal Teacher in English at Doon Academy, Dalmellington.

Tom spent a number of years in teacher education and was Associate Dean of the University of Paisley’s School of Education (now University of the West of Scotland) before joining GTC Scotland in October 2004.

Don of a new eraIncreased support for teachers, a radical focus on development, new infrastructure, international perspectives – all this and more is happening in Aberdeen where, unlike many other parts of the country, significant investment is being made in education.

Gayle Gorman, director of education and children’s services at Aberdeen City Council explained: “We have just completed a substantial restructure, during which we took the opportunity to refocus and expand the education team. Among other changes we have created a curriculum team that will focus on supporting schools and teachers to develop and improve curriculum for excellence experiences. We are concentrating on quality assurance, improving performance and outcomes, and support for the infrastructure behind schools.”

Key to the approach has been listening to teachers to find out about their professional development needs. As a result Gayle and her team are working with internationally renowned experts on a development programme for leaders across all levels in schools. “We’ll look at approaches to learning and teaching, and, as well as staging events here, will have access to research forums and online discussions with teachers across the world.”

As Gayle outlined, Aberdeen is a place of diversity. It has some of the highest performing schools in Scotland and others that serve a different community. Support is being improved and tailored to drive up ambition where required.

Generous packagesThe city’s distance from the central belt means people often have to move to work there, while the cost of living is above the country average. In response, the city council has introduced several initiatives. “We have a generous relocation package for teachers, and were the first local authority in Scotland to introduce an incentive package. Teachers can receive an upfront payment to help with initial costs and a payment after three years to help them stay in the city.”

These initiatives are having an effect with the number of new teachers coming to Aberdeen on the increase. “We took over our allocation of probationers last year,” said Gayle, “and we work hard to promote the lifestyle that Aberdeen offers.”

A partnership with the University of Aberdeen helps Aberdeen City Council employees retrain as teachers. Approximately 15 people have taken advantage of that programme this year and it will continue to expand. Meanwhile the Council has provided and refurbished properties in the city which are being let to teachers at reasonable rates.

Close relationships exist with neighbouring areas – there are joint initiatives with Aberdeenshire and Moray focusing on recruitment strategy, curriculum development and the sharing of expertise across the north east.

Improving outcomesUltimately, as Gayle stressed, success will mean improving the outcomes for children and young people. She is keen to see Aberdeen’s investment in professional development and additional staffing having real impact, and the city retaining a very skilled and experienced workforce.

She added: “On a personal level, it has been fantastic to see the energy and commitment in Scottish education, particularly in Aberdeen. Even in challenging times the focus has always been on doing the best for our young people. Here in the north east we are investing in professional development for teachers and redesigning inclusion and approaches. There’s no doubt that Aberdeen is an exciting place to be.”

Growing and recruitingAberdeen is a growing city – 40,000 houses are being built around its outskirts.

This comes despite any perceived concerns about the pains currently being experienced by the oil and gas sector across the world.

And the city’s education department is adapting to meet the increased demand that growth brings. Gayle Gorman said: “We are investing in

infrastructure and continuing to recruit teachers at all levels. Although we have recruited from all around the world over the past year we still have teacher

vacancies that we are looking to fill.”

Vacancies can be found at aberdeencity.gov.uk/jobs

aberdeencity.gov.uk/jobs



We find ourselves in the midst of a very exciting year for food education in

Scotland. A number of Scottish Government-led initiatives have planted seeds in recent years which have helped food education in Scotland to grow. This area continues to thrive in 2015 as many organisations with resources and activities for children and young people link in with Scotland’s Year of Food and Drink in 2015. This

themed year showcases Scotland’s reputation as a land of food and drink, and it follows the success of The Year of Homecoming in 2014.

Education Scotland has been working in partnership with a number of organisations and food education partners to embed food and health in the curriculum and produce resources, host career-long professional learning events and provide guidance and support to schools developing their food education programmes. Much of this work has come about through

Foodfor thought

Education Scotland introduces the Year of Food and Drink

consider how to link the activities to the national events of 2014, including the Commonwealth Games and Homecoming. The fund is managed in a partnership between Education Scotland, Scottish Government and Scottish Business in the Community. We’re pleased to serve up funding for Phase 3 of the Food for Thought Education Fund. Schools can apply for grants of up to £3000 to develop and improve learning and teaching around food education. Find out more online at ow.ly/I8OAj3

Scotland Year of Food and Drink 2015Themed MonthsAs part of Scotland’s Year of Food and Drink, Event Scotland has created themes for each month linking to events or seasonal activities. You can view the calendar of monthly themes online at www.teachingscotland.org.uk

The links with food education sees March’s themed month explore the links between food and science. There are a number of events taking place, including the Cooking Bus being set up at Portobello High School in Edinburgh to deliver career-long professional learning for practitioners across the region relating to practical food skills as well as training for learners within the school.

Other events throughout the year include Education Scotland working in collaboration with the Scottish Food and Drink Federation to host a number of twilight sessions on careers in the food and drink industry in Scotland. Recent figures indicate that there are 360,000 people employed in the industry. As such, it is important for schools to have the right information and support in place to ensure the skills of our young people match up to possible

opportunities for employability. These plans cover a seven-year period and Education Scotland will play a key role in the delivery of their recommendations, with a focus on improving work experience, career advice and careers education in schools.

As part of the themed months, September will see a showcase event highlighting food education in schools which have received Food for Thought: Education Fund funding to coincide with the Scottish Learning Festival on 23 and 24 September at the SECC in Glasgow. This will give practitioners an opportunity to share their food education projects and give others a chance to find out the benefits of using food as a context for learning in a variety of areas, such as growing your own Christmas dinner, practical food skills for staff and learners, as well as working with local businesses and hotels.

There is a lot to reflect on and digest, but we know

that food and health experiences and outcomes outlined in

Health and Wellbeing provide a catalyst to exciting

food education programmes within Curriculum for Excellence. Using food as a context for learning can form an integral part of school life, providing opportunities to help reinforce positive messages about sustainability, food culture, and health and wellbeing, and celebrate Scotland’s rich and diverse larder. What better time to celebrate this than during the year dedicated to food and drink in Scotland?

“Food for Thought has brought a focus and energy

to developing new and sustainable experiences

for pupils across the curriculum”

Murrayburn Primary, Edinburgh

the Food for Thought: Education Fund. This has given schools the opportunity to apply for funding intended to give practitioners from all curriculum areas scope to explore food education across Curriculum for Excellence. It requires schools to work in partnership with a local business to enhance their project and to

Fresh vegetables at The Royal Highland

Show, Ingliston©VisitScotland

For more information about the Year of Food and Drink, visit www.eventscotland.

org/funding/year-of-food-and-drink-2015



The Healthier Scotland Cooking Bus is a specially-designed lorry that transforms into a fully-equipped kitchen

classroom. It’s got everything needed on board to deliver effective and inspiring hands-on cooking lessons to children and adults. I caught up with the Cooking Bus during its week-long visit to Lanark Primary School in South Lanarkshire.

I arrived in time to join a session with a Primary 5 class, who were cooking beetroot and herby cheese parcels, and a lunchbox pasta salad. This was “grown up” cooking, involving lots of different healthy ingredients. Everything was prepped and laid out on the tables for the children. The kitchen was brightly coloured and brightly lit – an exciting and fun environment to learn in.

The children’s first step on arrival was to put their aprons on and line up to wash their hands.

While one of the key aims of the Cooking Bus is to teach practical cooking skills, a focus on food safety and hygiene and healthy eating runs through all sessions.

The class was asked, “Do you think Scotland is a healthy country?” I wondered what they would say. “No” came the resounding answer. “What do you think is not healthy? Can you name three things that are not good for us?” A discussion followed about our unhealthy eating behaviours and what we should be eating less, and more, of. The practical nature of the session provided the ideal context to raise understanding about the link between food choices, what is consumed and the impact on health.

A cooking demonstration for the first delicacies – beetroot parcels – set out the steps to follow. And then came the practical part, where the children got to make their parcels, which were then carefully labelled and popped in

the oven. And so the session continued onto the pasta salad. It was all very neat and co-ordinated.

While children and young people are learning to cook on the bus, teachers can observe the sessions to enable them to learn how to run their own cooking lessons. Sessions for teachers and community groups are also held separately, following a train-the-trainer model to ensure a lasting legacy. The training includes practical help with setting up cooking classes, lessons or clubs, and how to teach cooking effectively to others. For schools, there is also extra emphasis on Curriculum for Excellence and how cooking can be embedded into the curriculum. EW

Cooking on wheelsEvelyn Wilkins joined the Healthier Scotland Cooking Bus at Lanark Primary School

“For me, it’s all about the longer-term health of the kids. The Cooking Bus has really opened my eyes to the fact that, as well as teaching children practical cooking skills, it’s important to teach them about food choices. One of the examples of that is beetroot. Since the Cooking Bus visit, the children have been talking about having beetroot at home – so they’ve actually had the transfer from the school into the house. The children are also now more aware of balanced meals, and we’ve been using food in our classes that we would never have touched before.

EW: Why bring the Cooking Bus to Lanark Primary School?It was the whole community aspect that struck me about the Cooking Bus. It was great that the children were getting some practical help and cooking experience, but it’s about more than that. It’s about actually changing some of their habits, and some of the habits out there in the community. So encouraging people to buy healthier food, and look at cheaper options, and think about recipes they can make very easily in the house. It was a whole-school approach combined with a community approach that was my main motivation to be honest.

EW: What do you feel you’ve gained from the experience and what benefits has the Cooking Bus brought to the school and wider community?For me, I’m just a whole lot more confident. On the bus the knives they were using were quite sharp, and so I’m now a lot more confident with the children using knives and other cooking

equipment. I’ve also learnt how to prepare properly for the children so I’m not wasting time but actually getting them to learn practical, proper cooking skills.

Feedback about the bus has been fantastic. Those who came on the community session we held have commented how much they enjoyed it, and how it helped them to realise what the children got out of it, as they were able to see what they were doing.

The children themselves are much more motivated and much more sensible in their approach to cooking. Today we held a session for the whole afternoon and the children were fantastically well behaved and just followed every rule. It was wonderful.

EW: What are your plans now for developing cooking within the school?We’re hoping to launch a cafe where we invite people from the community in to sample the children’s cooking, and they can sit and have a cuppa and a chat with the children.

This will give the children the opportunity to develop their cooking skills, into serving, taking money, managing the books and just being in charge of a bakehouse and bistro. Although I currently do most of the cooking with the children, other teachers are also now keen to start taking some responsibility and put it into their timetables too, so that’s coming as well.

The Cooking Bus is funded by the Scottish Government and Food Standards Agency

Scotland. For more information, and to apply to bring a Cooking Bus to you, go to: www.focusonfood.org

Primary school teacher Margo Callan applied for the Cooking Bus to visit Lanark. We ask why she feels it’s important to teach cooking skills to children at a young age:

As well as developing their cookery techniques,

the children were able to hone their skills by using

kitchen knives safely


Teachers at the heart of education

The Scottish Government’s Programme for Government, published in November

last year, sets out a number of clear aspirations for Scottish education. High on the agenda is raising educational attainment. Speaking exclusively to Teaching Scotland, the new Cabinet Secretary for Education and Lifelong Learning Angela Constance explains that teachers have a key role to play in this.

Th ere’s no place like homeAdvertising feature

26. Teaching ScotlandSpring 2015

The fact that Scotland still values education was the driving force behind Professor David Kirk’s decision

to come back home.Now, aft er three decades

abroad, he takes up his new appointment as Head of Th e School of Education at University of Strathclyde in Glasgow.

It’s just six months since Prof Kirk arrived at the very place where his teaching career began, in Glasgow.

Th e former Director of Research at Bedfordshire University felt it was time to come back to the world-famous publicly-funded institution, and he is in no doubt that he is in the right place at the right time: “One motivation to work in Scotland was because of the special situation here at this time – we still value teachers as professionals and the universities that educate them.”

“Th at’s because Scotland is ‘scaleable’. Because of its relatively small size set against its devolved and traditional powers in education, it’s possible to have an impact for the good in ways that are far more diffi cult in larger countries.”

“I suppose it was a political reason, as well as a professional/personal one, to come back here.”

Since 1982, the former physical education teacher who qualifi ed in 1979, has held senior academic posts in Queensland, Australia,

and more recently at three universities in England: Bedfordshire (2009-2014); Leeds Metropolitan (2005-2009) as Dean of the Faculty of Sport and Education; and Loughborough (2000-2005) as Professor of Physical Education and Sport.

Prof Kirk now heads up the largest teacher education institution in the country, with 750 PGDE students (primary and secondary) and 150 primary education students in years one and two of the BA and 150 BEd students in years three and four. (Th ere are a further 120 students who are studying Education as an academic undergraduate degree without becoming practitioners.)

Prof Kirk, whose wife is a teacher, would like to see many of those degree students continue their studies aft er graduating: “One of my tasks is to build on the research culture at the School

of Education (already I am impressed by what I’ve seen) and improve the conversion of BA to Masters in Education and Masters to PhD. Th e Donaldson Report makes it clear that we want all Masters teachers.

“Th is will improve the quality of already-good-quality teachers.”

He added: “Why become a teacher? Because you can have a huge infl uence and change children’s and young people’s lives for the bett er.

“I trained as a physical education teacher because I was interested in sport and I wanted to share my enthusiasm with young people. My wife is a teacher and my daughter is in her fi rst year of

teaching, I tell them it’s the best job in the world.”

In an exclusive interview with Evelyn Wilkins, Cabinet Secretary for Education and Lifelong Learning, Angela Constance, tells how crucial teachers are to the life chances of future generations

CONTINUED »


Read the full interview on Teaching Scotland online


‘‘We have made very clear that we want to raise attainment for all children. But crucially we also want to close the attainment gap. That’s a huge ambition; it’s a huge job. We know it’s a long-standing issue. We’ve made good progress in Scotland but we really want to pick up the pace. I’m clear that key to raising attainment is the teaching profession.”

Earlier this year the government announced investment in the profession with funding for an extra 250 teacher training places to be made available next year.

“Actually, for the fourth year running, we’ve increased the number of teachers going into initial teacher education,” Ms Constance says. “We know that there’s an increasing number of primary school pupils, so we need an increasing number of primary school teachers. And, particularly in some subjects in secondaries, we need more secondary school teachers. We’re working hard to get that right. High-quality teaching and maintaining teacher numbers are crucial to us achieving our aspirations on raising attainment and closing the equity gap.”

The issues of teacher workload and bureaucracy are also of high importance to the Education Secretary. “I don’t want teachers to be burdened with any more bureaucracy than they need to be,” Ms Constance says. She explains that the government has taken a number of actions to tackle these issues including setting up the Working Group on Tackling Bureaucracy and a short-life working group, chaired by GTCS Chief Executive Ken Muir, to reflect on the first year of the new national qualifications. “There are very specific actions given to both the SQA and Education Scotland as a result of the reflections report

reviewing our experience of the National 4 and 5 qualifications,” Ms Constance says. “It’s very important that we reviewed that experience to inform our thinking and the work that needs to be done moving on to the new Higher exams. So Education Scotland, as part of its inspections, is looking at whether there is any undue bureaucracy or over assessment. And certainly, the reflections report was accepting that in the first year of the new exams there had been over assessment, and that’s not in the interests of teachers or indeed children and young people. Consequently, the SQA has reduced workload requirements for the new qualifications while maintaining standards. We will continue to strive very hard to get the right balance, and listening to and working with trade unions and professional organisations is very important in that regard.”

Ms Constance also expresses her desire to thank teachers for all their hard work: “I’m very clear that, in terms of the progress we have made with Curriculum for Excellence, teachers have really gone the extra mile, and that’s really been the main ingredient to our progress and their success, particularly with the National Qualifications.

“There have been many changes over a period of time with Cf E. We’re now at an important milestone with the changes in the new qualifications. We will be getting to the position about what’s next for Scottish Education. I’ve

already outlined ambitions to really get into the guts of tackling attainment. We know attainment is improving in Scotland – we have a good education system – but we want to do far, far more.”

However, with regard to the current structure and governance of education bodies, Ms Constance says: “I don’t envisage any big changes – Education Scotland is a comparatively new organisation, the GTC Scotland has relatively newly gained its independence, and SCEL is becoming established. That collaborative approach I think is a hallmark of Scottish education. People do need to work together often, and it’s not just about people within the education system working together, it’s also people outwith the education system as well. We need that collaborative approach across a range of policy areas – particularly on attainment.”

People do need to work together often, and it’s not

just people within the education system working

together, it’s also people outwith. We need that collaborative approach across a range of areas

- particularly attainment

FROM PREVIOUS PAGE »

Ms Constance also makes clear her support for teacher registration and engagement in the Professional Update process. The Programme for Government announced the introduction of an Education Bill that, amongst other things, will “Ensure that all teachers within independent schools and grant-aided special schools are registered through the General Teaching Council for Scotland”. While it is not currently a requirement for teachers in independent schools to be registered with GTC Scotland, figures suggest that approximately 90 per cent of teachers in the sector are already registered.

Ms Constance says: “It’s the view of this government that all teachers in all schools should be registered. And that’s a very important issue; I’m clear on the importance of maintaining teacher

numbers, but the quality of the teaching profession stands Scotland in good stead. That’s why we’ve made such progress with Cf E – because of the quality of our teachers – and I think it’s a very important point of principle that teachers should be registered, and the benefits of that to the individual teachers, in terms of Professional Update and those requirements to constantly develop and be at the top of your game, are important as a professional, and ultimately they’re to the great benefit of our children.”

Ms Constance herself is familiar with the notion of professional registration, having previously been a social worker: “When I started my social work career it was at a time when social workers and other care professionals weren’t registered and they then had to register. You were required to demonstrate how you

were keeping your professional training and professional skills up to date, and I think that’s entirely right if you’re working with people, and particularly if you’re working with children.

“I think that as an individual, whether you’re a professional social worker or a professional teacher, you do have to own your professional development. It is of course for local authorities and government to support that and to ensure you’ve got the entitlement to in-service days, for example, and that the right resources and services are available for you to update your skills but, in terms of personal ownership, that is yours.”

Expanding further on her own background, and how it has influenced her approach to tackling the attainment gap, Ms Constance says: “I think my background, in terms of my upbringing, in terms of my experience as a social worker, and of course as the former Children’s Minister, means that instinctively I’m very focused on tackling inequality. And I also see the importance of the early years and preventative spend.

“I think life experience before politics is very important. I had spent more than a decade working as a social worker. I worked in three Scottish prisons. I worked in the State Hospital at Carstairs. So I have experience of being a frontline public sector worker. I know that working with people and working with children is complex, it’s demanding, it’s not easy – you’re pulled in all sorts of different directions. So, I hope that my previous experience means that I’m very grounded in real life.” EW

Do you remember when we used to talk about ‘‘Digital Banking’’? We used to do most of our banking in, you know, banks. Even when banking was possible online it wasn’t something everyone did. You hardly ever hear that term these days. People now just do their banking, most of it, online. As with many things we do in life, banking online has become the norm and has therefore dropped the “digital” prefix. We’re not quite

there with learning... yet. But what is digital learning?

For me, it’s learning which makes effective and appropriate use of all the tools which we have available to us today and builds skills at the same time. It’s about adding to the learning process by doing things which were more difficult or not possible before the arrival of the many digital tools we have access to. This ranges from collaborating with others no matter where they are, or when they’re available, to publishing the product of your

learning to a worldwide audience, rather than it vanishing into a teacher’s filing cabinet.

And guess what? Glow can help you to achieve all this and more. Glow now provides a wide range of tools which you and your learners could begin using now. Before you know it, digital learning will eventually have become simply learning.

Fearghal Kelly, Preston Lodge High School | Member, National Digital Learning Forum | Creator, Pedagoo.org



Collaborative approach to digital technology in our classroomsIan Stuart, teacher from Islay and member of the Glow programme team, talks through how the digital learning community is developing

Glow in actionAt Glenburn Primary School, a number of pupils from year groups 4 to 7 have been designated as digital leaders and provide support to other children and teachers. They use a site in Glow to share what has worked well in their classrooms with the rest of the school and they regularly use the National Newsfeed to share their work with other learners across Scotland. Pupils from Lawthorn Primary School use different features of Office 365 to share work, set tasks and discuss their learning, and at Gryffe High School pupils use One Note for collaboration with others in their class.

From a teaching perspective, there are a number of ways in which Glow can add value. Teachers are using Glow to upload revision videos in order to vary the way pupils learn and revise, and teachers are setting homework in Glow for pupils to complete at home.

Simply learningin making recommendations around those approaches that best lead to improvements in learning and teaching. The blog also highlights where to find information about key educational developments which make use of digital tools, such as the Science Network in Glow. Find out more about the National Digital Learning Community via Twitter @ndlcscot or the blog at http://blogs.glowscotland.org.uk/glowblogs/ndlf/

National Digital Learning Week #digilearnscotThis month schools across Scotland have been participating in

a National Digital Learning Week and showcasing how they are integrating digital learning in a wide range of forms into their pedagogy. A Professional Learning Community has been set up where teaching staff have the opportunity to share and talk to others who have a similar focus. Staff from all over Scotland have been sharing how to embed digital tools like Raspberry Pi, using Flipped Learning approaches such as those highlighted in the previous edition of Teaching Scotland, exploring Office 365, and integrating blogs, wikis and other digital technologies into their classroom practice. See

http://blogs.glowscotland.org.uk/glowblogs/ndlf for inspiration on how you could use these tools. Don’t forget to pledge on the Professional Learning Community what you plan to do next.

Getting startedGlow is available to learners and teachers across Scotland. You can find out more on the Glow Connect website (connect.glowscotland.org.uk), which is updated regularly with news about Glow developments. The site also provides a range of information and support on how you might want to use Glow, including if you will be using it for the first time.

Digital leaders from Glenburn Primary School, South

Ayrshire, talking to Cabinet Secretary for Education and

Lifelong Learning Angela Constance about how they

support their teachers and peers in using digital

technology

Digital learning is high on the agenda of the Scottish Government and Education Scotland; they are not

only supporting the Glow service but also encouraging a digital learning community across Scotland to help to embed the use of technologies for the benefit of learners. An update on Glow was included in the previous issue of Teaching Scotland, and in this article we focus on the broader digital learning landscape, and highlight some of the ways that Glow is benefiting learners and teachers.

National Digital Learning CommunityA National Digital Learning Community has been established to involve all those who share an interest in or want to find out more about digital learning and teaching. The Community has a blog which

highlights the innovative and exciting ways in which learners are using digital technologies in school and gives stakeholders the opportunity to join in the conversation. This conversation will contribute to the work of a National Digital Learning Forum

Alasdair Allan MSP, Minister for Learning, Science and Scotland's Languages, meets Ellie Beattie, Courtney McLean, Andrew Campbell and Jaxon Williams who demonstrate how they support other young pupils in using technology

�Don’t discuss with pupils your own intimate and personal relationships and take care to avoid becoming personally involved in a pupil’s personal affairs.

�Be aware of the potential dangers of being alone with a pupil – one to one contact, including on social networking sites, requires careful consideration.

�Never share information with students in any environment that you would not willingly or appropriately share in a school setting or in the community.

�Always maintain a formal and professional tone when communicating with pupils.

�Only use official channels of online communication, such as

GLOW and work email addresses, and be aware of and comply with employer’s policies and guidance.

�Don’t exchange private text, phone numbers, personal email addresses or photos of a personal nature with pupils.

� Firmly decline student-initiated “friend” requests and don’t instigate any yourself. Use your own discretion when

dealing with friend requests from parents. It’s acceptable to decline these invitations and remind parents of more formal channels through which they can discuss their child’s education.

�Manage your online privacy settings and keep them under review. These are particularly important with regard to photos, and remember that no privacy mechanism is guaranteed.

�Don’t discuss pupils, parents or carers, colleagues, your employer, or others within the school community online.

� If you’re uncomfortable with comments, photos or posts made by pupils about you, bring the matter to the attention of your employer using the proper procedures.



A number of cases of teachers forming inappropriate relationships with pupils have recently

grabbed media attention. Lurid headlines can create a misleading picture, as there are very few teachers convicted of this kind of behaviour. It is still important, particularly with digital technology playing an ever-increasing role in social relationships, that teachers at all stages of their careers are aware of the guidance provided to support appropriate behaviour.

Defining the boundariesThe law in Scotland regarding teacher–pupil relationships is contained within the Sexual Offences (Scotland) Act 2009. It’s quite simple: a teacher commits an offence if he or she intentionally engages in sexual activity with another person under the age of 18 with whom they are in a position of trust. For teachers in school, that means pupils at their schools. For teachers in further education, that means a learner in their class. But while the law covers “sexual activity”, what about other inappropriate behaviour that is not so clearly defined or labelled?

Concern has been raised in recent years about the blurring of boundaries between teachers and pupils due to the growth in new technology. Communication by email, text and instant messaging, and other social media platforms, is often informal, so much so that

Where the boundaries lie

Teaching Scotland explores teacher–pupil relationships, highlighting GTC Scotland guidance on this challenging issue

innocent actions can easily be misconstrued or manipulated.

Lindsay Thomson, Senior Manager Fitness to Teach, reports that “over the last year there have been a number of cases in which social media have been used by teachers to contact young people in an informal way, in contradiction with our Code of Professionalism and Conduct.

"Using social media to communicate with pupils, particularly given their ability to connect personal lives in an informal and direct way, requires a very cautious and considered approach."

GTC Scotland guidanceIn recognition of this potential for blurring of boundaries, GTC Scotland published “Professional guidance on the use of electronic communication and social media”. Essential guidance is also contained within the Code of

Professionalism and Conduct (CoPAC), which sets out the key principles and values for registered teachers in Scotland.

Lindsay said: "It is critical for teachers to regularly take practical steps to review their social media presence and settings, and carefully consider their own use of informal communications channels.

“CoPAC should also play an active and relevant part of all teachers’ working lives. Within its guidance on professionalism and maintaining trust, CoPAC states: ‘you must maintain appropriate professional boundaries, avoid improper contact or relationships with pupils and respect your

unique position of trust as a teacher’. It is this position of trust that is central to any relationship between a teacher and a pupil, and which is key to maintaining the trust that the public holds in the teaching profession.

“Breaching that relationship of trust is what can lead a teacher’s fitness to teach to be impaired. Building good relationships with pupils is one of the best parts of teaching, but it must be done within the appropriate framework.” TS

For more information, visit: www.gtcs.org.uk/ fitness-to-teach

“Parents and carers in particular, and the public in general, place a very high

degree of trust in those who are educating pupils, and rely upon teachers to interpret what is right and

what is wrong”CoPAC

“Teachers should establish professional boundaries, and ... with regard to relationships with pupils, you should

appreciate fully that the onus is upon you as the teacher and not the pupil to distance yourself from any potentially

inappropriate situation”CoPAC

Guidance on maintaining appropriate relationships with pupils



With the establishment of new honours degrees, a

radical approach to placement and the development of Masters-level learning, the partnerships between teacher educators and local authorities that emerged as a result of 2010’s Teaching Scotland’s Future (the “Donaldson Report”) are beginning to make their mark.

The partnerships’ strategies to create “21st Century Teachers”

are becoming clear, and, among other things, they are in tune with the GTC Scotland Professional Standards.

“Responding to Teaching Scotland’s Future, the Scottish Government said that all local authorities and teacher education institutions should have formal partnership agreements in place by the end of 2013,” explained Dr Deirdre Torrance, Co-Director of the Teacher Education Partnership at Moray House, the University of Edinburgh. “Ours was set up in

September 2013 when a partnership steering group was formed.”

The University of Edinburgh Teacher Education Partnership involves the university and six main local authorities – City of Edinburgh, East Lothian, Midlothian, West Lothian, Fife and Scottish Borders – as well as a representative of the EIS Education Committee.

Stirlingshire and Clackmannan are part of a wider partnership, while the partnership has links with organisations such as GTC

New strategies are in tune with GTC Scotland Professional Standards

Scotland, Education Scotland and the Scottish Council of Independent Schools.

The partnership receives strong support from university staff, from senior members of each local authority and from the co-chairs of its steering group, Dr Rowena Arshad, Head of School at Moray House and, currently, Peter McNaughton, Head of Education for Midlothian Council (directors of education, or their equivalents, take it in turn to co-chair meetings alongside Dr

Arshad). Since the partnership was established, significant development has taken place, led by Deirdre Torrance and her fellow Co-Director, Mary Andrew.

“We focus on four strands,” said Deirdre. “Initial Teacher Education (ITE), early career phase, career-long professional learning including Masters level provision, and educational leadership.

“There was already good partnership work between Moray House and several local authorities. Now, it’s much more

strategic and far reaching, and should have greater impact across the board.”

The partnership has received Scottish Government funding for three different projects within the professional learning continuum advocated within Teaching Scotland’s Future. The first focuses on early phase professional learning.

Mary said: “Teaching Scotland’s Future recommended phasing out the existing BEd and replacing it with a new type of degree. The belief is that 21st century primary teachers must have deep knowledge of a subject beyond education. In response, we have devised a new MA (Hons) in Primary Education that gives the choice of incorporating Maths, German, History, Religious Studies, Scottish Studies or Earth Sciences, and we intend to extend that list in future.

“Not only does this follow the national policy stated in TSF, it is in line with the GTC Scotland Professional Standards.”

A new MA in Physical Education has been developed and two new degrees specifically for Gaelic Medium Education. These provide a new model of language education; there is a five-year MA Gaelic and Primary Education for learners of Gaelic and a four-year honours degree for those who have a Higher in the language.

Another distinctive element is a radical new-look placement. Previously, there was a perceived gap between what students were taught at university and the realities of school life. Edinburgh has addressed this and students will spend a whole year in school.

“This allows them to get an understanding of what it’s like to be a member of staff, and become fully fledged members of the

Partners make progress

A strategic plan and conference was staged

at Glasgow University

CONTINUED »


school community,” added Mary.The placement change requires

close oversight. Therefore, as well as setting up working groups to devise new content, the partnership has appointed development officer Rosa Murray to coordinate the process.

Edinburgh’s second project tackles Donaldson’s goal to develop provision at Masters level. Deirdre said: “We are taking that forward by, first of all, firming up what Masters-level learning means in practice.

“Together, we have audited professional learning and leadership courses across our local authority partners and identified courses for benchmarking and credit rating. We’re also developing a new partnership course that fills a gap in current provision.”

The third project aims to develop key priorities: help students graduating from ITE programmes with Masters credits to continue their professional learning; embed local authority career-long professional learning and the Scottish Masters framework in Masters programmes; develop new Masters programmes and courses that respond to teachers’ professional development needs and career aspirations.

Communication and co-operation are essential parts of the approach. Mary added: “The working groups include university staff and colleagues from the partner authorities. We have developed a web presence on Moray House pages, and we meet regularly with other universities and partnerships to discuss developmental issues.”

View from the westAmong those other partnerships is that established by the universities of Glasgow and Strathclyde. As in Edinburgh, the initiative in the

west is taking a broad perspective. Project manager, Joanna Holmes, said: “Initially, the partnership was set up to look at early career teacher education. However, very early on we realised we had to look at the whole teaching career.”

She works with project adviser Tom Greene to serve the two universities and nine local authorities – Inverclyde, Glasgow City, North Lanarkshire, South Lanarkshire, East Renfrewshire, Renfrewshire, East Dunbartonshire, West Dunbartonshire and North Ayrshire.

Established in August 2014 the West Partnership Project Team has made important strides forward. “We have done a lot of groundwork, developed a strategic plan and staged a conference at Glasgow University,” explained Joanna. “This attracted 40 delegates, including newly qualified teachers, university lecturers, headteachers and local authority representatives. It was an awareness-raising and information-sharing exercise. We wanted people to share their experiences, and think about ways forward.

“In line with this idea we have

begun a series of roadshows visiting each of the nine local authorities.”

Joanna and Tom have been encouraged by support from the Scottish Government and GTC Scotland; both bodies are keen to help. “In particular,” said Joanna, “we have been talking with GTC Scotland about the professional learning of staff who support students.”

Tom added: “Both universities, alongside their local authorities, had been developing new and effective partnership working for several years before the Project Team was appointed; it’s our task to take this forward.’’

In terms of ambitions, the short-term aim is to achieve a more consistent approach to school experience across the partnership. Looking further forward, the hope is to encourage as many colleagues as possible to link theory to practice and consider applying for Professional Recognition.

Joanna counsels that astute change management will be vital to success. “We are expecting some significant changes which will impact on all stakeholders. We must give them time to get used to these changes and understand why they’re taking place.”

That said, she believes the key message to teachers and others is “Get involved”. Joanna emphasised that things will move forward, and if people take part they can have a say in how that happens. TS

Best desireThe partnerships across the country faced a rigorous test in January when HMIE undertook an assessment of the whole process.

As participants faced this appraisal perhaps their thoughts echoed Rosa Murray,

the development officer at Edinburgh: “It’s always worth re-stating that at the heart of all of this is the desire to get the best teachers possible and the best learning experience for children in Scotland.

“When we hit challenges that’s the fundamental line we always come back to.”

“Together, we have audited professional learning

and leadership courses across our local authority

partners and identified courses for benchmarking

and credit rating”

Dual running of Higher exams in the 2015 diet

Advertising feature

Th e new Higher Courses are currently being delivered in schools and colleges across Scotland. For most subjects, the new Highers are running alongside existing Highers and this marks a signifi cant milestone in the implementation of the new National Qualifi cations, as this session is the fi nal year

of dual running.To minimise the

risk of any confusion arising during the exam diet as a result of dual running, the Scott ish Qualifi cations Authority (SQA) has put a number of safeguard checks in place. Th e new Higher question papers will have a diff erent colour of packaging from the

existing Higher question papers, and the question paper covers will also feature a diff erent style and layout.

SQA’s Invigilators’ Handbook, and ‘Your Exams’ guide for candidates will contain

further information on what to look out for.

To view th e 2015 exam timetable, visit www.sqa.org.uk/timetable

FROM PREVIOUS PAGE »


To find out more information or sign up, visit www.thekiltwalk.co.uk

The Kiltwalk’s aim is to make a difference to children’s lives by raising funds through sponsored walk events.

But while a percentage of monies raised goes to the organisation’s charity partners, walkers can also raise funds for causes much closer to their hearts. This is what Cramond Primary School did when it entered a team in last year’s Edinburgh Kiltwalk.

The school wanted to build a special space for kids in their grounds called Our Place – an interactive play area imaginatively designed to challenge kids physically and mentally.

Having been pledged some funds by sportscotland, the school decided that taking part in The Kiltwalk would be the best way to raise enough money to start building work.

The intrepid team of walkers from among the staff, pupils and parents managed to raise nearly £10,000.

Cramond Headteacher Helen Donaldson said: “Taking part in the Edinburgh Kiltwalk seemed like the perfect way to raise some money towards Our Place, but it became far more than just a fundraiser.

“It fostered a real sense of community among the parents, children, teachers and even beyond.

“One of the great things was that it was such an easy way for the school PSA to undertake a large-scale fundraising event.

“The whole event was very well organised and the children

Schools urged to to take part in 2015’s Kiltwalk eventsAnnual trek aims to raise money to help children, reports Samantha Booth

all really enjoyed taking part – especially the goodie bags and entertainment at the end.”

This year there are six Kiltwalk events planned across Scotland. Teams can sign up to just one event or to all six to become a Platinum Kiltwalker.

Kiltwalk Chief Executive and Founder Carey McEvoy said: “The Kiltwalk’s mission is to deliver outstanding charity events in Scotland and throughout the world in communities with a strong Scottish heritage.

“As part of that we want to bring people together within local communities to support local children, and to become an

important, integral and impactful part of these communities – just like has happened in Cramond.

“The way they embraced The Kiltwalk for their own community, but also with one eye on the wider good of Scotland’s children epitomises exactly what we want to achieve.”

The Glasgow Kiltwalk will take place on 12 April, Edinburgh on 3 May, Aberdeen on 7 June, Perth on 8 August, Speyside on 30 August and Dundee on 4 October.

Teams aged 13 and over can sign up to walk 26 miles, those aged 10 or above can walk 13 miles and anyone can take part in the six-mile Wee Walk.

There are also three Kiltreks in 2015 to Brazil, China and Kilimanjaro for people aged over 18. SB

Taking part in the Kiltwalk seemed like the perfect way to raise money, but it became far more than

just a fundraiserYDance (Scottish

Youth Dance) is the national dance organisation for children and young

people in Scotland. Within its Education strand, YDance delivers career-long professional learning (CLPL) training days for teachers throughout Scotland, from nursery to upper secondary.

Dance Development Officer Laura Smith said:

“All YDance CLPL training days follow the Curriculum for Excellence experiences and outcomes for dance and are

designed to give teachers a boost in knowledge so they can return to their class and teach dance more confidently. Yes, there is a range of skills and experience among our participants; however, the course content is carefully written so it’s advantageous for everyone.”

“To be a professionally trained dance artist takes years of skill – so we’re not expecting to turn anyone into a dancer. You can however expect to leave with a huge amount of relevant information. We want non-dancers to leave feeling confident and capable of facilitating a dance session.”

“On the day of the training, participants can expect lots of dance and lots of fun. Gym wear, comfortable shoes, water and an open mind are a must as plenty of dance will be taking place, but all within reach no matter what level you’re at. We

find that teachers really enjoy the physicality involved and it’s the best way to learn.”

“Participants will gain skills and confidence, new ideas to develop with their own class and will meet like-minded teachers.”

National Qualification-based CLPL sessions go through all of the course content needed to deliver the qualification, including specific technical styles of dance, the skills to create own centre set movement and the choreographic technical skills required for mandatory choreography units.

As the national organisation for youth dance, YDance can also provide continual support to participants and the schools they work in and expose them to new opportunities, such as further CLPL or events that their pupils can participate in. TS

A step in the right direction

The next block of CLPL training days will take place in April and May 2015. For more information or to

book a session email [email protected] or call 0141 552 7712.Website:www.ydance.orgFacebook: YDanceScotlandTwitter: @YDanceScotlandYouTube: YDance21

“I really liked the creativity of this CPD course. Lots of

ideas to use with the children and very easily

adapted to suit all children’s abilities and needs.”

Teacher at Newmains Primary School


With the publication of the Developing Scotland’s Young

Workforce report in June 2014, educational and business leaders have been considering how they can improve learners’ transition into the workplace and help bridge skills gaps.

Last year, Neil and co-author Kevin Murphy published The Art of Achievement, a sequel to their first book, Determined to Succeed, which shows students and teachers the key skills needed in the workplace and how to develop them. The Art of Achievement aims to address the skills development gap, set to remain a key priority in 2015 for businesses, communities and education.

“Skill development had interested Kevin and I since we were at university,” explained Neil. “We came through university and frequently commented on the lack of job-ready skills that were being taught. We met a number of times to discuss this gap, wanting to do something about it. We thought about seminars, courses, computer games and then we hit on it... Why don’t we ask successful people directly, ‘What skills made you achieve?’”

The book teaches through storytelling, taking experiences from a wide range of different people and vocations.

Sir Ian Wood, who led the government commission on Youth Employment, said: “The collection of essays, each focused on a different occupation, is a really good way to bring to life the broad range of skills that we all need, highlighting the key skills now required for the modern world and with indication on how these can be developed.”

The educational resource takes a modern approach by exploring a mixture of career paths, including that of successful chef Craig Wilson. Craig’s own chapter reflects on his professional and personal journey

and how determination, good health and wellbeing – alongside being able to give something back to society – are all key ingredients for success.

As well as being an author, Neil is a Quality Improvement Officer with Aberdeen City Council, having been a teacher of history and Principal Teacher (Curriculum) and Curriculum Support Team Leader in both West Lothian and Edinburgh. Neil is also a regular contributor to the Young Academy of Scotland (YAS) ‘Research the Headlines’ project and is Co-Chair and Trustee of YAS.


Key ingredients for successIn the second in our series of articles following teachers who now work outside the classroom, Teaching Scotland meets Neil McLennan. Neil has a number of key roles in supporting and challenging change and improvement in education

PICTU

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TOM

FINN

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Go to www.bit.ly/skillls4success to learn more about Neil’s skills books and www.youngacademyofscotland.org.uk to learn more about YAS

Neil pictured with chef and restaurant owner Craig Wilson

TS: As College Development Network’s (CDN) newly appointed Chief Executive, tell us what your first priorities will be over the coming year?CDN may be a new name to many in the school sector. In many respects, it is a rebranding of what was historically the Scottish Further Education Unit.

I hope those across the education sector are aware of the enormous changes that have been taking place in further education

workforce agenda. In terms of lifelong learning, the employer-recognised qualifications and career pathways have always been there. Vocational learning offers opportunities both for progression into the workplace and into higher education, and CDN will continue to support and enhance the existing vocational learning opportunities colleges offer. CDN will also identify opportunities for college curriculum to respond to local and national economic/employer demands.

There are also already fantastic school–college partnerships operating to deliver a relevant senior phase offer. Curriculum for Excellence allows for a blended and flexible approach to learning, where schools and colleges have better flexibility to offer a wider range of pathways and options. We expect to do a lot more national messaging about the

opportunities that exist in the FE system for school learners. In the coming year, we’ll run a number of events that will highlight the strong links that exist between FE and employers across Scotland, and many of these partnerships are inclusive ones that would welcome school membership.

TS: How do you think the college sector will change in the future and how do you foresee that CDN will support the sector through that change?The college sector, like a lot of the public sector, is constantly being asked to do more for less funding. Colleges need to share the costs of development and delivery to reach the learners who need their services and CDN has a key role in this.

One thing that everyone in education should be pondering is that learners can now access free courses online from some of the world’s greatest universities – how can colleges complement these offerings with the right kind of local support? The future might be some form of more open online college. We do need to find new forms of delivery to cope with less resource, but we need to make sure that the human component that is at the heart of any good learning experience is not lost.

All of this should mean that learners have a greater choice and a richer and higher quality of learning experience.

TS: GTC Scotland recently launched a Professional Update pilot project in Dundee and Angus, and West Lothian colleges. What are your thoughts on Professional Update and the requirements of the process?In vocational learning, it is a requirement that assessors and verifiers maintain their occupational competency and keep a development log. Centres offering vocational qualifications that can’t show that their staff are engaging with continuous professional development can, in some cases, have their approval to deliver qualifications removed.

Colleges have to change what they offer on an annual basis and staff have to keep their skills up to date and relevant. Professional updating is central to this and colleges have systems in place to ensure that staff undertake this as part of their performance management systems.

I’d like to ensure that relevant online learning and workshops from CDN are recognised by GTC Scotland for Professional Update purposes. It is important for learners that there are strong links between schools and colleges.


College conversationJoe Wilson, College Development Network's new Chief Executive, talks to Teaching Scotland about the future of CDN and the college sector


We need to make sure that the human

component that is at the heart of any good learning

experience is not lost

(FE) provision in Scotland. The new landscape of 13 funded college regions and their associated colleges is just beginning to bed in.

With new organisations now in place, CDN’s mission is to be the central hub for ideas sharing and for developing the sector. By the end of my first year, I want to see staff across FE in Scotland participating and contributing to the relevant subject and professional development networks.

TS: The Wood report, published in June 2014, provides recommendations on how to improve young people’s transition into employment and highlights the importance of building bridges between schools, colleges, business and industry to improve vocational learning opportunities. Will this be an issue that you will address in your new role?We’re already actively engaged in developing Scotland’s young


A first cohort of high-performing headteachers and educational leaders have successfully

completed the Scottish College for Educational Leadership (SCEL) Fellowship programme. The SCEL Fellow awards were made at the Standard for Headship event on 7 March, hosted jointly by GTC Scotland and SCEL. It is anticipated that the SCEL Fellows will become champions for leadership and the teaching profession, and share their expertise with others.

John Daffurn, Programme Leader (Acting) at SCEL, said: “The programme itself comes from Teaching Scotland’s Future, which recognised the importance of educational leadership and recommended that more development opportunities should be provided for experienced heads of establishments.

“Participants on the programme were asked, as part of the application process, to identify an area for development, which must link to local authority and national priorities. From the outset, participants have worked on the area that they identified, supported by a professional coach and an academic adviser, and through network events.”

The fellowship programme runs for a period of 11 months on

an annual basis, with the second cohort having already been chosen. The new cohort, comprising 18 participants, will begin the programme with an inaugural event, to be held on 20–21 March.

However, John explained that the journey for the SCEL Fellows in the first cohort is only really just beginning. He said: “We’re now looking for the SCEL Fellows to build the wider capacity across their local authority and provide significant support to peers of other educational establishments, specifically across cluster, local authority and national systems.

“The SCEL Fellows will also play a key role in the development and evolution of the college.”

Headteacher George Gilchrist, who recently completed the fellowship programme, said: “One of the main reasons I applied for the fellowship programme was to be able to engage and influence at a system and national level. I feel I have been able to do this. I think

it’s really important that the ‘practitioner voice’ is heard at all levels within the system.

“I’ve had a tremendous experience over my time on the SCEL Fellowship programme. I’ve had the opportunity to engage with some of the leading thinkers and researchers from the education sector in Scotland and further afield. I’ve also had the opportunity to engage with experienced headteachers, who have challenged and supported each other’s understanding and practice over this time.

“All of these benefits have helped me in my daily role as a headteacher of two schools, and assisted me to improve the impact for pupils in those schools and beyond.” TS

SCEL Fellows will share their expertiseHigh performers will be champions for leadership

For further information about the SCEL Fellowship Programme, go to: www.scelscotland.org.

uk/leadershipdevelopment/fellowshipprogramme.asp



Primary school children have a natural curiosity about the world around them. Nurturing this

curiosity at an early stage is key to developing a lifelong passion for science that will stay with our youngest learners as they navigate the tricky transition to secondary science classes and beyond to the world of work.

According to a 2013 National Science Learning Centre report, only 5% of UK primary teachers hold a science degree. Access to appropriate training, guidance and resources is recognised as key to improving teachers’ confidence to give engaging and inspiring science lessons. However, the time commitment and cost of courses, which can be over £300 a day, are often barriers to teachers participating in science-specific professional development training, resulting in a variation in the amount of professional learning in science undertaken in schools.

So how can busy, non-specialist primary school teachers quickly increase their confidence and skills to teach engaging, meaningful science lessons without the need for classroom cover or costly course fees?

A new resource for primary teachers, Reach Out CPD, may hold some of the answers.

Developed by Imperial College London and award-winning primary science resource Tigtag, Reach Out CPD provides teachers with free resources and ideas to support their teaching and engage primary school children across the UK in the wonder of primary science.

Championed by Imperial’s Professor of Science and Society Lord Robert Winston, Reach Out CPD includes bite-sized courses – mapped to Curriculum for Excellence – which support teachers with core subject knowledge, fun practical activities and captivating classroom films. Courses include Earth, space, body

systems, rocks and soils, states of matter, forces and magnets, evolution and electricity. Each includes videos and interactive elements that highlight the applications of science and encourage learning through peer discussions and reflective self-analysis.

Each course is broken down into 20-minute units, which teachers can access on a computer, tablet or smartphone – allowing them to fit professional learning around their own schedules.

Through specialist films produced by Tigtag, teachers learn about scientific concepts from Imperial College London academics, as well as contributors from other leading public science organisations, while gaining imaginative classroom ideas and lesson plans to inspire students and encourage them to engage with science. The films can also be accessed by parents in a special area of the Reach Out CPD website, supporting them to teach their

Reach Out CPD for STEM professional learningDiscover the new professional development resource that is helping primary teachers tackle science topics with confidence

children about science at home.Once teachers have completed

a course, they can download and print off a certificate of accredited professional learning, endorsed by Imperial College London.

One teacher who was part of an early trial of Reach Out CPD in Scotland commented: “I haven’t specialised in science, so to be able to gain that knowledge and confidence that what I’m teaching is correct, is great – especially when you can do it in your own time and without the pressure of competing against others. You can just pick and choose the courses that are relevant to you.

“The Reach Out CPD courses give good background knowledge and there’s a variety of learning activities, so you’re not reading massive chunks of text all the time. It’s a fun way to learn.”

Reach Out CPD responds to the Scottish Government’s pledge to, “Continue to support improvement in the learning and teaching of

Science, Technology, Engineering and Mathematics in schools, with a particular focus on primary schools”.

Ian Menzies, Senior Education Officer for Science at Education Scotland, believes knowledge and confidence is key to primary teachers delivering outstanding science lessons. He said: “It is incredibly important we nurture that natural scientific curiosity primary school children have and we welcome the support Reach Out CPD provides in this regard – it is full of ideas and information for professional

learning that is easily accessible and fits around busy teaching schedules.”

Lorraine Hogg, Science Coordinator at Stanley Primary, said: “The elements of the resource I like the most are the videos: seeing the practical application of the topics is very useful and it certainly helps my thinking process as I can imagine how my class would respond to these sorts of activities. I also find the quizzes helpful to ensure that my understanding of the topic is correct.

“Reach Out CPD is one of the best resources I have used. The 20-minute length is perfect for busy teachers.

The fact that it is free makes it a must use for all teachers.”

For more information on Reach Out CPD, visit www.reachoutcpd.com

or contact Patricia Kemp at [email protected]

“Whenever I stand in front of a primary school class it’s a bit terrifying because they ask the

most difficult questions about science”

Professor Robert Winston, Reach Out CPD Champion

A teacher using Reach Out CPD, the free professional

learning resource for primary science

Professor Robert Winston, Reach Out CPD champion and Professor of Science and Society at Imperial College London

Professor Maggie Dallman, Associate Provost (Academic Partnerships) at Imperial College London, uses tights and

bananas to demonstrate the digestive system – one of the ideas to bring science to life included in Reach Out CPD



When Judy Murray started coaching 20 or so years ago, tennis wasn’t

a hot sport. It was one of the smallest minority sports in Scotland and, as for Scottish tennis players, there were none, Judy explains. Now we have two Wimbledon champions, Andy and Jamie, who have helped to create a very high profile for the game in Scotland.

“I feel very strongly that we have to capitalise on that while they’re still playing and while they’re still at the top of the game,” Judy says. “Tennis on the Road is my way of recognising that there is a need to get more people playing

Judy Murray's new initiative, Tennis on the Road, takes a grassroots approach to growing tennis in Scotland. Here, Judy tells Teaching Scotland about her vision to get more people playing the game

tennis and to build a workforce to support that.”

Judy explains that building a workforce is one of the key aims of Tennis on the Road, and one that goes hand in hand with improving participation: “I’ve seen many schemes that are set up to let kids and adults come and try tennis, but the key to hooking them in to sport is to make sure that that’s an enjoyable experience and that there is follow-on activity. And, in order for there to be follow-on activity, there needs to be a workforce delivering it. So I feel very strongly about empowering and supporting anybody who is keen to deliver tennis at whatever stage they feel comfortable.”

“To me, it seems the best way to do this is to go to them and so, with the support of RBS, we’ve put together a van which serves as transport for our scheme. We go to a venue, spend two or three days there and go three or four times in a year. We don’t just go in once and let them try it; we go in and try to build a workforce by showing teachers or volunteers – or anybody who is interested really – how to deliver starter tennis to groups of kids, teenagers or adults.”

Judy recognises that, to grow participation, the game needs to be

attractive, and so Tennis on the Road aims to introduce fun and engaging activities. “If it’s boring, or painful or you’re out in the cold, it can be a barrier. So you need to make it fun. We have lots of brightly coloured fun equipment and fun games so that kids really enjoy what they’re doing, learn and have fun.”

Tennis on the Road offers four courses – Set4Sport, Set4Tennis, Set4Coaching and Set4Competition – aimed at different age ranges and abilities. “The games and activities themselves are very simple,” Judy explains. “They’re all things that I played with Jamie and Andy when they were young and which helped them to develop really good co-ordination skills.”

Judy adds that the games are about more than building co-ordination; they’re about the ingredients for success: “It’s about being a bit more successful at what you do at a young age, because if you can do things more comfortably that breeds confidence and it also breeds more enjoyment.”

The Set4Competition course aims to introduce the competition

element at an early stage. Judy says: “Kids need to learn how to handle winning and how to handle defeat and disappointment, because these are part of life.”

Tennis on the Road has sponsorship from the Royal Bank of Scotland to deliver the programme for three years. Judy says: “I’m hoping that more sponsors will come on board and that would help us to increase the number of venues that we can go to and also increase the number of years that we can keep the programme going.” TS

t urTennis on

“We go in and try to build a workforce by showing

teachers or volunteers – or anybody who is interested

really – how to deliver starter tennis to groups of kids, teenagers or adults”

“The tennis club in Longniddry has been fundraising for the past year to have its tennis courts refurbished and upgraded, and so it’s all come about as part of that. It was about raising the profile of tennis in the school and community, and working with the tennis club.

“The pupils thoroughly enjoyed the experience – they found the activities lots of fun and really enjoyed getting to meet and work with Judy Murray. It was really engaging, and it was a really positive experience.

“Teachers at the school were given a resource to support the teaching of tennis, with activities that can be used in school. The activities are similar to those in the Basic Moves programme, which we use in the early years, where all children are engaged in a range of activities and they rotate round the gym.

“They’re certainly activities that we can use to support teaching in the PE programme, and so we'll be continuing to use them.

“Because tennis is in the community, we’ll also continue to have it as part of our curriculum.”

Longniddry Primary School in East Lothian was one of the first to receive a visit from Tennis on the Road. Depute headteacher Sarah Morgan tells Teaching Scotland about the experience

Kids had a ball

Go to: www.tennisontheroad.com or follow the roadshow @TennisOnTheRoad

Read the full interview online at www.teachingscotland.org.uk

Professional learning listingsListed here are just a few of the wide range of professional learning courses running in the coming months

This list is not exhaustive and GTC Scotland does not necessarily endorse these events. To promote your event to every teacher in Scotland, call Clare Stebbing on 0131 561 0024.

POSTGRADUATE CERTIFICATE IN MODERN LANGUAGES IN THE PRIMARY SCHOOLThe Glasgow University Postgraduate Certificate in Learning and Teaching Modern Languages in the primary school is a blend of theory and practice and offers an opportunity to develop language skills relevant to the primary classroom. Completion of the programme provides Professional Recognition (GTC Scotland) and 60 Masters credits. As well as language development, areas of study include literacy development through the foreign language, intercultural awareness and development of learning skills.

Contact Hazel CrichtonT: 0141 330 6586Web: www.glasgow.ac.uk/pg/modernlanguagesprimaryE: [email protected]

EARLY PHASE AND CAREER-LONG LEARNINGTeams from Education Scotland comprising HMI, associate assessors and student team members have been undertaking an aspect review of partnership working between universities and Education Authorities. Phase one of this review aims to outline successes and challenges facing partnerships, in terms of the Early Phase of teachers’ learning, as well as Masters-level provision. Colleagues have engaged widely to find out how key recommendations within Teaching Scotland’s Future have progressed. Further information concerning Early Phase and career-long learning is available on the new Teach in Scotland website www.teachingscotland.org as well as the Professional Learning area of Education Scotland’s website www.educationscotland.gov.uk/professionallearning

SSERCScottish Schools Education Research Centre (SSERC) is a science and technology education service, providing health and safety advice and Professional Learning courses that promote exciting and safe practical activities for schools.

SSERC provides targeted professional development to improve subject knowledge and

skills of mainly primary and secondary teachers, curriculum leaders and technical support staff. Programmes are offered in a range of formats which vary from interactive electronic sessions and short face-to-face sessions to immersive one or two-part residential events. Many of our courses attract external funding to offset registration fees.

SSERC – one of the prominent providers of professional learning in the sciences (Education Scotland 2012).

T: 01383 626070Freephone: 0800 8406998E: [email protected]: www.sserc.org.uk

SCILT, Scotland’s National Centre for LanguagesProviding support, advice and guidance for language teachers across Scotland, with a key role in the implementation of the Scottish Government’s 1+2 languages policy.

�Staff development opportunities available in all areas of Scotland, free of charge, through events with local authorities, national and virtual conferences.

�Range of online services providing the latest information on language learning, teaching and research.

�Promotional materials and innovative projects to ensure learners, parents, teachers and senior managers understand languages as a key life skill.

0141 444 [email protected]

UNIVERSITY OF ABERDEENWhy not chose a flexible route to Masters at the School of Education?

You can build your own individual MEd programme from a selection of programme courses which includes among others:

MSc in Leadership in Professional Contexts; MEd in Pastoral Care, Guidance and Pupil Support; MEd in Inclusive Practice; MEd in Community Learning and Development; MEd in Early Years Education.

T: 01224 274578E: [email protected]/education

International learning – Getting started with the British Council

Advertising feature

“I want to help my students become aware of the world around them. Embracing and celebrating di� erence is crucial,” says Jodi Barima, secondary school teacher. � e British Council’s International Learning course proved to be invaluable in equipping Jodi to do just that.

“� ere were some great ideas for classroom activities that I have worked into my lesson plans. Some good tips too on how to tackle global themes in the classroom and encourage discussion amongst my students.”

� e course explores a range of ways of working with

schools in other parts of the world. You will also consider the bene� ts and challenges, and identify support for international learning. If you are already experienced in school partnerships, we have other courses that will match your level of experience.

Jodi plans to � nd a partner school in another country, using the knowledge gained on the course. “� e British Council courses are fantastic, accessible and free of charge,” she says. “I highly recommend them to other teachers”.

Find out more at http://schoolsonline.britishcouncil.org/professional-development



Professional learning programmes gain GTCS accreditation

� Glasgow City Council’s programme Theory and Practice of Nurture Training has been awarded Professional Recognition in Theory and Practice in Nurture. The programme aims to develop participants’ understanding of the Nurture Group approach.

� Scottish Natural Heritage’s programme Teaching in Nature has been awarded Professional Recognition in Outdoor Learning. The programme matches teachers with a special place near their school and the people who know and love it (e.g. a manager or owner). Over the course of the programme, participants work collaboratively on site, online and in person to develop pupil visits that make the best use of their place and meet their learning intentions for their pupils.

Find out more about these programmes at www.gtcs.org.uk/professional-

recognition-programmes



WINOne night’s B&B

stay in a Fairmont View Guestroom – see crossword, right

Across5. Second letter of the Greek alphabet (4)7. Ideally, school developments are seen as a _______ responsibility (10)8. Lloyd Webber musical featuring the song ‘Love Changes Everything’ (7,2,4)10. Act of sealing off a place to prevent goods or people from entering or leaving (8)12. One of the oldest drama schools in the UK (4)14. ‘Sir Patrick Spens’, for example (6)15. See 19 Down18. Leader of the Scottish Labour Party (3,6)20. Another word for ‘heather’ (4)21. Good leaders give staff freedom to develop these (11)22. Hammer-wielding god of Norse mythology (4)

Down1. For good leaders, this is a key stage in any school development (12)2. Main colour on the Scottish flag (4)3. Country with over 2000 primary and over 360 secondary schools (8)4. Kidman, the famous actress (6)5. It signals the end of a school period (4)6. Constance, Scotland’s Cabinet Secretary for Education and Lifelong Learning (6)9. Female reproductive cells (3)11. Disaster (8)12. ‘____ Dragon’, a Thomas Harris novel (3)13. Welsh male name (3)15. Long, silky hair of the angora goat (6)16. Edible root eaten raw with salad (6)17. ‘Is this a _____ which I see before me, the handle toward my hand?’ (‘Macbeth’) (6)19. And 15 Across. Aberdeen defeated this team in the final of the 1983 European Cup Winners’ Cup (4,6)20. A point that has to be played again in tennis (3)

Prize crosswordComplete our crossword and answer the simple question below to be entered into our prize draw.

One lucky winner will receive a round of golf and overnight stay for two in the luxury Fairmont Hotel in St Andrews.

Terms and ConditionsEntrants must be aged 18 or over (employees or agents of GTC Scotland, their families or anyone connected with the promotion are not eligible to participate). Entry constitutes your acceptance of these rules. The promoter reserves the right to alter, amend or withdraw these terms and conditions or the prize draw without prior notice. Only one entry per person. One winner will be selected at random. The prize consists of an overnight stay for two people to include a full Scottish breakfast and 18 holes of golf on The Torrance or The Kittocks. (subject to certain exclusions and availability). The prize does not include travel to and from the hotel. Winners will be drawn at random on 29 May 2015 from the entries submitted. The winner will be notified by telephone on the day of the draw and you must respond as directed within 24 hours of receipt of the call, otherwise we reserve the right to reallocate the relevant prize. The judge’s decision is final and binding and no correspondence will be entered into. Prizes are non-refundable and non-transferable. There is no cash alternative. The promoter cannot and does not accept any responsibility for late, lost or corrupted entries due to any viruses, delays or failures in transmission, failure of software or hardware or telecommunications networks, nor for any other circumstances beyond the control of the promoter. All lost, damaged or incomplete entries will be deemed invalid. Proof of entry shall not be proof of delivery or receipt.

Advertising feature

Fairmont to fairwayThe 520-acre five star Fairmont St Andrews resort encapsulates luxury, elegance and truly breathtaking surroundings in the ‘Home of Golf’. A truly unique and special venue that makes your visit one to remember, with its lavish and stunning surroundings, peaceful setting and stunning cliff top views of St Andrews and the North Sea. The resort prides itself with an array of fabulous facilities including two championship Golf Courses, The Kittocks and The Torrance,

excellent dining experiences for

every palette, ranging from their new

Italian eatery La Cucina to The Clubhouse serving the freshest of Steak and Seafood. All of our 209 luxury guest rooms are spacious and well-proportioned with thoughtful Scottish touches. Visit the resort this Easter and you can enjoy rates until 30 April 2015 from only

£159.00 per room per night. Visit www.standrewsbay.com for further info

READER OFFEROne night’s B&B stay in a Fairmont View Guestroom. Full Scottish Breakfast in The Squire Restaurant and 18 holes of golf on The Torrance or The Kittocks. Valid until the 22 Dec 2015, subject to availability, excluding Saturday nights.

FINISHED? Use the yellow squares to tell us:What great leaders always do...? Send your answer and a scanned copy of the completed crossword, including your name and contact details, marked ‘Teaching Scotland Crossword’ by email to [email protected] by29 May 2015. The winner of the last prize draw will be published on www.teachingscotland.org.uk


If you don’t have enough sleep, it’s the same as if you don’t have enough food. You become grumpy, tired and you don’t do as well at school.”

Jane Ansell spells out the fundamental nature of sleep as essential for our general health and wellbeing. This basic, yet very important, message is one that Jane and her team have been spreading to Scots teenagers through the Sound Sleep education programme since it was launched in 2011.

Now offering numerous training courses and services, including Sound Sleep, sleep counselling and UK-wide training, Sleep Scotland was founded in 1998. It began with Jane as a sleep-deprived parent and carer for her son Andrew, who is high on the autistic spectrum. Jane, a trained psychologist, recognised that Andrew’s, and her own, sleep could be improved by applying a cognitive behavioural approach.

Jane says: “Basically, I put the personal and the professional together. I did a bit of research on sleep and special needs and saw that there was very little done

about it, and the more I asked around the more I realised that sleep deprivation was a huge problem for families with special needs and they were getting very little, if any, help at all.”

“As soon as I realised that there was something that could be done – that sleep could be improved – I realised that it could be improved for all those other families that were also suffering from sleep deprivation.

“That’s really what led me to developing the sleep counselling service, which is how Sleep Scotland started.”

While Sleep Scotland’s core group remains children and young people with additional support needs, the organisation has gone on to address the needs of teenagers because of a clear need for such services. Jane explains: “One of my main aims in life is to develop around the gaps in services. That’s how I see my job. I turn the gaps and the challenges into services, and I

gather people along the way who are similarly motivated.

“The only way to address sleep problems among teenagers is to make it part of their schooling and like a peer culture. I think that, if you’re going to change teenager’s habits, they need to buy into it.”

Between 2013 and 2014, Sound Sleep training was implemented in 66 schools through the Sound Sleep team teaching teachers, with the team so far having reached Glasgow, the Lothians, Grampian, part of Ayrshire and Scottish Borders. “But this still leaves a lot of Scotland that we need to address,” Jane says. “We need to keep training people to deliver sleep counselling services, we need to support the people who are already doing it and we certainly need to go into schools so that it becomes a standard part of the curriculum in all schools.”

Promoting healthy sleep in children and young adults

The Last WordJane Ansell, Chief Executive of Sleep Scotland

For more information about Sleep Scotland, go to www.sleepscotland.org

“We see sleep as a form of behaviour, and we see not

sleeping as a form of behaviour. We know that you can shape behaviour,

and that’s exactly what we do, through routine, positive reinforcement

and consistency”

“

Teachers “key to raising attainment”...interesting to see Pasi Sahlberg’s tweets...

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Transcript of Teachers “key to raising attainment”...interesting to see Pasi Sahlberg’s tweets...