Scotland’s teachers have faced soaring levels of workload throughout the pandemic, and at a time when they are being offered a significant real-terms cut in their level of pay by COSLA and the Scottish Government.
The EIS conducted an online survey in November, and more than 16,000 teachers across Scotland took part. Amongst the key workload-related findings in the EIS survey are:
88% of teachers indicated that their workload burden has increased during the pandemic.
61% of teachers report that workload levels have increased “significantly” during this period.
80% of Secondary teachers reported significantly increased workload related to SQA qualifications.
The vast majority of teachers (93%) work above their contracted hours each week.
45% of full-time teachers work more than 8 extra hours every week – equivalent to over one extra full day of work each week, over and above contractual commitments.
EIS General Secretary Larry Flanagan said, “Teachers have continued to face a rising tide of workload throughout the pandemic, for a wide range of reasons. Clearly, changes brought about in response to the pandemic have had an impact on teacher workload with additional tasks requiring to be undertaken on a daily basis to help keep classrooms safe.
“The increased emphasis on digital learning – be that in the classroom or remotely from home – has created challenges for teachers, often associated with a lack of suitable equipment and resources. Teachers are also reporting a significant amount of time dealing with pupil behaviour as many young people continue the struggle to overcome the negative impact of the pandemic on their lives.”
Mr Flanagan continued: “The survey also identifies a substantial increase in the workload associated with supporting pupils with Additional Support Needs. 61% of all teachers identified meeting the Additional Support Needs, including the mental health support needs, of pupils as a significant driver of workload increases over the past year – with the figure even higher (66%) within the primary sector.
“This is a vital area of work, but the level of demand is increasing and this is clearly placing additional strain on already hard-worked teachers.”
Mr Flanagan added, “In addition to the challenges of keeping up to date with government Covid safety protocols, which affect all teachers, teachers in Secondary schools face additional difficulties with SQA-related workload.
“The challenges brought about by short-notice changes to the qualifications system have been a major driver in additional workload over the past two years for Secondary teachers. Meaningful reform of the examinations system is now required to ease the workload burden of teachers and students alike.”
Secondary pupils are being advised to take at-home COVID-19 tests before they return to school to limit the spread of Omicron.
Those without symptoms should do a lateral flow device (LFD) test the night before or on the morning of the return to classes following the festive break. After that, testing should be done twice weekly.
All LFD test results – positive, negative or void – should be recorded via the online portal.
Staff in schools and early learning and childcare settings should follow the same advice.
Anyone who receives a positive LFD test result, those with symptoms, or those identified as close contacts should immediately self-isolate and book a PCR test.
Education Secretary Shirley-Anne Somerville said: “It is our absolute priority to keep schools safely open and minimise further disruption to learning. To achieve that, we need the help of the whole school community. Taking lateral flow tests before returning to school, and continuing to test regularly will help prevent outbreaks of the virus.
“We are grateful to schools for their continued efforts to stress the importance of asymptomatic testing. Parents of secondary pupils can also help by encouraging their children to make testing part of their weekly routine – and, importantly, to report all results online, whether positive, negative or void.
“Safety guidance for schools was updated in December in light of Omicron and it is crucial that all the mitigations are strictly followed. These include physical distancing, one-way systems and the correct use of face coverings.
“By testing regularly and following the mitigations, pupils and staff can all play their part in keeping themselves, their families and their schools safe.”
Chief Medical Officer Professor Sir Gregor Smith said: “With Omicron spreading so rapidly, it is vital that we all do what we can to limit its transmission. Rapid lateral flow testing helps us to find infectious cases that might otherwise have been missed, as around one in three people with COVID-19 does not show classic symptoms.
“That’s why it is really important that secondary pupils and school and early learning and childcare staff take lateral flow tests before they return to classes and settings after the break, and that they keep testing regularly throughout term.
“They should also take LFD tests before they meet up with others outside of school or ELC settings.
“Pupils and staff who are eligible for vaccination should get their jags, and, where appropriate, boosters as soon as they can to receive greater protection from the virus.
“Those aged 12-15 are being offered second doses of the vaccine from this week and I would urge them to take up the offer.
“Drop-in sessions will be available for this age group from today (January 3 2022), while those who have already been given a date for their second jag can call a helpline to bring their appointment forward and get protection from the virus earlier.”
LFD tests should only be used if you don’t have symptoms.You must NOT use a LFD test if you:
have symptoms – you must self-isolate immediately and book a PCR test
have been asked to self-isolate because you are a close contact of a positive case. You must self-isolate and book a PCR test
If you receive a positive LFD test result, you must self-isolate immediately and book a PCR test.
If parents or pupils haven’t already been provided with LFD kits by their schools, they can be accessed in a range of different ways before returning to school. Information on accessing test kits
Drop-in vaccination sessions will be available for 12-15-year-olds from January 3 2022. Those who have already received a scheduled appointment can bring it forward by calling 0800 030 8013.
NHS Inform and local health board websites will provide further details of where drop-in sessions are available in each area.
Following JCVI advice, this age group can get their second vaccination from 12 weeks after their first dose.
Anyone under the age of 18 who has previously tested positive for COVID must wait 12 weeks from infection to be given their second dose
Testing measures to ensure young people return to classrooms in England
All secondary schools in England have been asked to provide one on-site test for pupils ahead of their return to the classroom this term to help reduce the transmission of Covid-19.
Education staff and college students are being asked to self-test at home before they return, and were sent home with tests ahead of the Christmas break.
Schools and colleges ordered tests before Christmas and have received these in advance of pupils returning, and will continue to be able to order additional tests through a separate supply route. Schools and colleges made test kits available to pupils before the end of term and they will have access to more as needed.
Students returning to university have also been advised to test before they travel back to campus.
Secondary, college and university students and education staff and early years staff should then continue to test themselves twice a week, and more frequently if they are specifically asked to do so, such as in the event of an outbreak.
12-15 year olds are encouraged to get fully vaccinated (two doses), to ensure they are protected. 16 and 17 year olds are now eligible for boosters and are being strongly encourage to take up this offer when invited to do so, along with university students.
Education Secretary Nadhim Zahawi said: “Being in face to face learning is undoubtedly the very best place for children and young people’s education and wellbeing, and my priority remains on keeping early years settings, schools, colleges and universities open so that face-to-face education can continue.
As we enter this new term, I want to thank all staff working in education for their continued dedication and resilience. It is through the hard work of all of you that we have ensured, and will continue to ensure pupils and students get the learning that they deserve. We must continue to look forward and not forget how far we have come in our fight against this virus.
The very best way we can continue to protect ourselves and our families is by getting the booster, or second jab if you are aged 12-15 – as soon as possible. I urge anyone who hasn’t done this to do so now.
Health and Social Care Secretary Sajid Javid said: “We are doing all we can to minimise disruption this virus causes to everyday life, including keeping children in school, and regular testing is a key way to support schools and protect face-to-face teaching.
“Vaccines remain our greatest line of defence so I urge all 12-15 year olds who have not come forward yet to get vaccinated, and all teachers to Get Boosted Now to protect yourself and those around you.
Children’s Commissioner for England Dame Rachel de Souza DBE said: Children have told me how much they really value and appreciate school as a place to learn, build friendships and take part in activities that benefit their physical and mental wellbeing.
“As Children’s Commissioner and having run schools all my life, I’m always excited about the start of a new term and the return to school. I am especially focused on this one, as it is so important schools are open and ready to welcome children.
“We are so fortunate to have great teachers and parents who have already done so much to have children back in the classroom, and former teachers happy to volunteer extra support to keep children there. I want our classrooms open and operating because I firmly believe it is where all children belong and want to be. We owe it to them to make sure this happens.”
Proportionate safety measures will also remain in schools, colleges and universities to help reduce the transmission of the virus, including increased ventilation and good hygiene, with older students and staff wearing face coverings.
All early years settings, schools, colleges, and universities are advised to continue to follow the latest guidance set out by the department which is kept regularly under review.
The Scottish Children’s Services Coalition,an alliance of leading providers of specialist care and education to vulnerable children and young people, has raised concerns over an increase in the number of pupils identified with additional support needs (ASN) against a backdrop of declining support.
It has also voiced similar concerns over a declining number of those with ASN receiving Co-ordinated Support Plans (CSPs), the only education plans that are legal documents. This is despite a Scottish Government promise there would be no decline in the numbers of those receiving them.
The figures show that the number of pupils with additional support needs (ASN), such as autism, dyslexia and mental health problems in 2021 has reached a record high of 232,753. Of this total 58.0 per cent are boys. This represents 33.0 per cent of the pupil population, rising from 118,034 in 2012, and is a near doubling (97.2 per cent) in numbers from that year.2
The SCSC has also raised concerns at the number of those receiving a CSP.
This is a legal document, the only education plans that are legal documents, requiring services such as education, health and social work to work together to give a child or young person the support they need.
It provides some guarantees of entitlement to additional resources and legal redress, placing statutory duties on local authorities to review and ensure the provisions contained within it are being met.
Despite a Scottish Government promise that there would be no reduction in the proportion of pupils receiving them since their introduction in 2004, there has been a significant fall in the number of pupils with CSPs, from 3,448 in 2012 to 1,420 in 2021, amounting to a drop of 58.9 per cent (publicly funded primary, secondary and special schools). This is a reduction from 2.9 per cent to 0.6 per cent of those with ASN.
A spokesperson for the SCSC commented: “While it is promising that this increase tells us that more young people with ASN are being identified, it is against a worrying background of damaging cuts to services.
“Ensuring the adequate provision of educational support for children and young people with ASN is critical, especially during the COVID-19 pandemic and the damaging impact this will have on them
“We have major concerns over a lack of resources and specialist staff to support these children and young people. This clearly has an impact not only on the individuals concerned but also on their peers and teachers.
“It is vital that those with ASN get the care and support they need, which is also key if we are to genuinely close the educational attainment gap, as we know that those with ASN are disproportionately drawn from poorer neighbourhoods.
“We are also concerned that we are experiencing a decline in the use of CSPs, which are designed to support those with the most complex needs. This is despite an increase in the numbers of those requiring such support
“As we recover from COVID-19, the Scottish Government and local authorities, along with the private and third sectors, need to work together to provide the necessary resourcing and support to address the needs of these vulnerable children and young people. It must also work with local authorities to ensure that those who require a CSP get it, making parents and carers aware of their legal rights.”
The EIS has also commented on today’s publication of National Improvement Framework (NIF) data, saying that the data confirms the need for greater investment to support education recovery for Scotland’s young people.
The data released today simply confirms what the EIS has been saying for the past year, which teachers have understood instinctively – that the Covid created disruption to learning has affected all pupils to some degree but has disproportionately impacted on children from the most deprived backgrounds.
It is noticeable, also, that children with additional support needs have been impacted in a similar manner – 42% achieving Literacy levels against a national figure of 76% and in Numeracy 53% against a figure of 83%.
Given that more than 1 in 4 pupils in our mainstream schools have additional needs this is an area of significant concern, which the EIS believes the Scottish Government is failing to tackle with sufficient targeted investment.
Commenting on the data, EIS General Secretary Larry Flanagan said, “We didn’t need publication of this data to know that children from the poorest backgrounds and those with additional support needs were the ones suffering most from the pandemic.
“Schools have prioritised, quite rightly, the well-being of pupils but as we start to look at education recovery from the pattern of disrupted learning, the Scottish Government needs to up its game in terms of investment in our children’s future.
“Recent OECD research (OECD Education at a Glance 2021), for example, has shown that smaller class sizes where there are patterns of multiple deprivation or additional needs help individual pupil recovery but the Scottish Government continues to resist making any progress in this area.
“The Government’s education recovery plan was far too timid in its ambition given the scale of the impact of Covid on the most disadvantaged young people. The simple fact is that pupil recovery will be delayed and diminished if much greater resource isn’t made available to schools.”
From three hundred applicants to three appointments – apprentices join world’s top communications firm here in Scotland
Three Modern Apprentices have joined the 50-strong team at Weber Shandwick in Scotland as the consultancy signs up to the Young Person’s Guarantee and commits to supporting more young people into a career in communications.
Erin Butler, Olivia Yeneka and Ewan Bruce were selected from over 300 applicants to the programme, which is being delivered in partnership with Kelvin College.
Over the next year they will enjoy a mix of classroom and on-the-job training, which will see them develop skills in media relations, social media, creative, public affairs and insights.
Natalie Buxton, Managing Director of Weber Shandwick in Scotland is also a member of the Scottish Apprenticeship Advisory Board and a Chair of its Gender Commission.
She said:“Our industry is growing and we need more people from more diverse backgrounds to consider a career in communications. In addition to offering excellent career opportunities for our apprentices I believe they will make us better at delivering for our clients.
“Erin, Olivia and Ewan have joined a fast-paced and exciting working environment and are already learning from some of the communications industry’s best talent, not just here in Scotland, but with colleagues across the UK and globally. I am really excited to see how they develop over the next year and beyond.”
Minister for Youth Employment and Training Jamie Hepburn said: “The Young Person’s Guarantee is a joint commitment to provide opportunities for all 16-24 year olds in Scotland through jobs, apprenticeships, further and higher education, training programmes and volunteering.
“I’m delighted that Weber Shandwick have signed up to the Guarantee and are creating such valuable work-based learning opportunities. I would encourage all employers to think about how they can help our young people at this time.”
The apprentices are full-time, paid employees who are earning a Living Wage while they learn. They can expect to gain an SVQ Level 7 Qualification at the end of their 12-month contract. Weber Shandwick has committed to delivering a combination of formal and on-the-job training including strategic planning, creative, media relations and digital strategy across a range of sectors, including consumer, tech and energy.
Weber Shandwick has won some of the most prestigious awards in the industry; in 2020 it was named to Ad Age’s Agency A-List and honoured as PRovoke’s Global Agency of the Decade. The agency was also nominated as one of the Best Places to Work in 2019.
Senior Associate Rebecca Halligan, who joined Weber Shandwick through the apprentice scheme in 2017, said: “Becoming an apprentice at Weber Shandwick was an excellent way to join the world of PR.
“I was allowed the opportunity to develop my skills in the areas I enjoyed and have been able to maximise my potential since joining the team.
“From working on big brands since day one, training in offices across Europe, and being welcomed with open arms into the team, Weber Shandwick’s apprenticeship programme is an unbeatable start to a career in communications.”
39 Scottish schools start I Can’t to I Can mental wellbeing challenge on 8th November to build self-confidence, resilience and self-esteem mental ahead of Anti-Bullying Week
The 5-day Challenge was created as a response to anxiety pandemic amongst young people during these uncertain times
Half of all mental health conditions present themselves by the time a child reaches 14 but most cases remain undetected and untreated
I Can’t to I Can provides teachers with resources to teach simple brain hacks that can last a lifetime and turn around a child’s negative thinking within a week
The ongoing pandemic, concerns about climate change along with the endless horrific news headlines are enough for any young person to deal with. Add into the mix the normal issues of growing up magnified through the lens of social media and it’s no wonder that young people are 50% more likely to have a mental health problem than they were three years ago.
From 8th November, 39 schools in Scotland will be taking part in the RTT 5-Day ‘I Can’t to I Can’ mental wellbeing challenge.
The aim is to provide children aged 7 – 10 with a series of mind hacks to help build confidence, self-esteem and resilience. This will give them the mental stamina to cope with these challenging times and skills to support them throughout their life if they learn to practice them daily.
Available online, the free resource is based around the RTT concept of the inner cheerleader. Everyone is born with an inner cheerleader as without that driving force encouraging us, babies would give up after taking their first, unsuccessful attempt at anything.
Sadly, the inner critic can kick in as young as 5 which is why the skills taught in ‘I Can’t to I Can’ are so key and it takes just a week to instil positive new approaches in children aged 7 to 10.
Commenting on the challenge, Dr Sian Peer, therapist and Director of the RTT School said: ‘As a parent myself, I know how crippling anxiety can be for a young child. We wanted to share some of the incredible mental wellbeing tools that are the cornerstones of RTT to help primary school children understand and manage their emotions.
“The 5 Day Challenge provides teachers with a daily lesson plan over a week, each building on the learning from the previous day. There are videos, fun exercises and ideas to do at home making the whole experience interactive and memorable.’
Although most schools will participate in the challenge during the week of 8th November, the resources are going to be accessible to schools on an ongoing basis.
Stark gaps in educational attainment in Scotland could be reduced through the rollout of mentoring and tutoring support, according to a new report.
Highlighting evidence showing that mentoring and tutoring have positive impacts on attainment for young people living in the grip of poverty, the report, based on research conducted by the Poverty Alliance for The Robertson Trust, calls for mentoring and tutoring to be available and targeted to all school-aged children and young people at risk of poverty in Scotland.
It showed that high-quality tutoring programmes, in particular, can significantly reduce inequalities in educational attainment. Despite this, the report reveals that the provision of free tuition for young people living in Scotland is sparse.
In comparison to the National Tutoring Programme, which provides free tuition for pupils in England and Wales, the Scottish Government has not committed to widespread, accessible tuition as part of Covid-19 recovery.
Published yesterday on National Mentoring Day, the report highlights the success of mentoring as an effective intervention for improving self-confidence and raising aspirations amongst young people affected by poverty.
Earlier this year, the Scottish Government and The Hunter Foundation committed to the expansion of mentoring and leadership support for care-experienced young people through funding the roll-out of MCR Pathways’ Young Scottish Talent and Columba 1400’s Leadership Academies across Scotland.
However, this report reveals a mixed landscape in terms of mentoring provision, with geographical gaps and a lack of provision directed at groups of children and young people who are more likely to be living in poverty compounded by other forms of disadvantage.
Dr Jim McCormick, Chief Executive, The Robertson Trust said: “Too many young people across Scotland are seeing their life chances restricted by poverty.
“At a time when painstaking progress is at risk of unravelling, it is deeply concerning to see any research which highlights an uneven educational playing field. The lack of free tutoring support is just one example of this and something that will invariably put young people living in poverty at a further disadvantage.
“We are keen to use these findings to understand what the role of an independent funder should be in working towards equal access to tutoring/mentoring opportunities which can lead to positive academic, developmental and emotional outcomes.
“Based on what we’ve heard, we are calling for greater collaboration between funders and support organisations to help bridge the gaps, both to level the playing field and to build a stronger evidence base of what works.
“Equally, we hope that this review will stimulate renewed commitment to act on the poverty-related attainment gap across Scotland, particularly in light of the disproportionate impact Covid-19 has had on those most affected.”
Dr Laura Robertson, Research Officer at the Poverty Alliance and lead author of the review, said: “The Scottish Government has put tackling the poverty-based attainment gap at the heart of its agenda.
“However, inequalities in education attainment remain stark. Covid-19 has not only tightened the grip of poverty on the lives of many children and young people, but has also exacerbated these inequalities. Now, more than ever, children and young people need access to additional support.
“This report reveals that – despite the evidence that it works – young people living in poverty still don’t have equal access to high quality tutoring free of charge. In a just society, all children and young people should have access to support that allows them to reach their potential, so the Scottish Government must – if it wants to end the attainment gap – respond with action.”
Plans to help Scotland’s education system continue to recover from the COVID-19 pandemic have been published by the Scottish Government – but Scotland’s biggest teaching union the EIS has dismissed the plans as a ‘missed opportunity’and say Scotland must show more ambition.
Created with input from across the sector, including young people, the Education Recovery strategy outlines how almost £500 million has been used to support learners and staff across the country.
The publication also sets out how the Scottish Government will continue to provide ongoing support to the sector.
This includes:
further support for learners who are sitting exams in 2022
access to in-school mental health and wellbeing support that young people need, including counselling services
recruiting 3,500 additional teachers and 500 support staff over this parliamentary term
expanding funded early learning and childcare for children aged 1 and 2, starting with low-income households
committing £1 billion to tackle the poverty related attainment gap and support education recovery
Speaking after visiting the site of the new £47.2 million Wallyford Secondary Learning Facility, Ms Somerville said: “Our collaborative and ambitious programme of support to aid recovery right across our education sector has been underway for many months.
“Schools are still dealing with the pandemic and we will continue to support them through these challenging time. However, as a Government we must also be focused on recovery. Supporting children and young people remains our top priority, and almost £500 million of additional funding has already been committed during 2020/21 and 2021/22 as part of education recovery. Of this, £240m is to recruit extra staff to ensure resilience and to provide additional support for learners and teachers.
“Other initiatives will play a crucial role, such as the provision of free school breakfasts and lunches all year round for all children in P1-7, digital devices for every child, abolition of fees for instrumental music tuition, removal of core curriculum charges, and our extended early learning and childcare offer.
“Pupils sitting exams in spring 2022 will be offered a package of support, which will include online revision classes and targeted help for those who need it most. At the heart of all of this is our children and young people, who we will ensure have the opportunities they need to fulfil their potential in school and beyond.”
Commenting following the publication of the plan, EIS General Secretary Larry Flanagan said: “Clearly, there are significant elements within the plan to be welcomed – not least the commitment to increasing teacher numbers, the creation of more permanent posts to tackle the scandal of 10% of current teaching posts being temporary, and the reduction in class contact time to 21 hours.
“Overall, however, the plan largely restates existing workstreams and fails to promote a single big initiative such as a reduction in class sizes, which would catalyse an education recovery programme and bring immediate benefits to Scotland’s children and young people.
“Smaller class sizes, even on a limited basis as a starting point, such as P2 and P3 or S1 and S2, would mean more teacher time per pupil and assist with targeted interventions where the pandemic has impacted disproportionately on children’s lives. As a country, we need to be bolder in our ambitions for our youth.”
Responding to the Education Recovery Plan, a spokesperson for the Scottish Children’s Services Coalition commented:“While we welcome the commitment to help Scotland’s education system continue to recover from the COVID-19 pandemic through this plan, greater action is needed to improve the mental health and wellbeing of our young people.
“Even prior to the pandemic cases of poor mental health were at unprecedented levels and there are a growing number of vulnerable children who cannot access adequate support. At the end June 2021, 1,686 children and young people had been waiting over a year for treatment from specialist child and adolescent mental health services (CAMHS), double that of the previous year.
“Increased funding to deliver new and enhanced community-based services, including counselling services, as outlined in the plan is welcomed. This however comes on the back of funding restrictions to these services. We must look to greatly increased investment in an expanded range of mental health services as part of a national crusade to address the impacts of the pandemic.
“We have for some time raised concerns over a potential lost generation of vulnerable children and young people, whose mental health is being impacted even further by the COVID-19 pandemic. It is more important than ever that children can access the support they need, when they need it, irrespective of where they live.
“This is a crisis we can overcome, but it will require a similar energy and commitment to that demonstrated for COVID-19 if we are to achieve this and prevent many young people giving up on their futures.”
Secondary school pupils will compete against thousands from across Scotland to build the best green-hydrogen powered Lego vehicle to highlight the role the fuel could play in tackling climate change.
More than 700 pupils from across the city will have just two hours to design, build and race a green hydrogen-fuelled vehicle of their own design as part of the nationwide Scottish Schools Hydrogen Challenge.
And over the next two weeks, competitors will be challenged to design vehicles that can travel the furthest on the zero-emission fuel, for a spot in the regional final at the Assembly Rooms on October 8th.
The three best teams from the regionals will then take part in a grand final in Glasgow during the COP26 climate conference in November where they will be pitted against pupils from Fort William, Wick, Inverness, Aberdeen, Dundee, Perth and Stirling and Glasgow.
Councillor Ian Perry, Education, Children and Families convener for the City of Edinburgh Council, said: “Engaging and empowering young people on climate change is vital as Edinburgh transitions towards net zero by 2030.
“Green hydrogen has the potential to prevent millions of tonnes from being released into the atmosphere. This competition is an excellent opportunity to engage young people ion innovating for a net zero future whilst also creating a learning environment which will drive higher levels of creativity and improve peer collaboration.”
Councillor Adam McVey, Leader of City of Edinburgh Council, added: “We know that climate change is a subject which is really important to young people across our city.
“This national challenge not only provides young people with opportunities to apply learning from STEM subjects to this competition but will help to highlight the role that new technologies such as green-hydrogen play in helping to reduce harmful greenhouse gas emissions and tackle climate change.
“It will also provide the finalists with a unique and memorable experience of competing at COP26 during the global conference and show we can be inspired by the solutions to climate change.”
Pupils from James Gillespie’s High School, Broughton High School, The Royal High School, Leith Academy, Liberton High School, St Augustine’s High School, Portobello High School and Drummond High School will all take part in the national challenge which is run in partnership with Arcola Energy,ITM Power and ScottishPower.
Maths Week Scotland is back for its fifth year from 27 September to 3 October 2021. Local schools across Edinburgh, Lothians and Scottish Borders are joining in the fun with a wide range of activities and exciting programmes taking place during the week.
Maths Week Scotland is part of the Scottish Government’s drive to encourage positive attitudes to numeracy and maths and is developed and delivered by National Museums Scotland. The Small Grants Fund, a partnership between the Edinburgh Mathematical Society, the Glasgow Mathematical Journal Trust and the Scottish Government, has supported 75 activities across the country. These activities are taking place in schools and local community groups.
The theme for 2021 is ‘Our World’, exploring the importance of maths in understanding and responding to the climate emergency, whilst also finding maths in the world around us. School pupils across Edinburgh, Lothians and Scottish Borders will learn about this crucial topic through activities such as outdoor learning, a Maths Enrichment club and a mini beast project.
Science centres and museums across Scotland have also received additional funding from Maths Week Scotland to support in a series of activities and challenges encouraging innovation and participation.
Edinburgh’s five star visitor attraction, Dynamic Earth, will be launching a digital workshop on the topic of ‘Navigating Our World’, to explore how successful navigation was achieved in the past, and how it is now done in the present day.
Edinburgh Central library is hosting a free, drop-in shape and number trail for under 10s, plus additional maths and STEM books will be available to take out on loan.
The National Mining Museum Scotland in Newtongrange will also be host to a number of maths-themed activities for young visitors, including a mining version of snakes and ladders, quoits, bean bag toss, making patterns with coal, dressing up as a miner and handling mining objects.
Meanwhile, in East Lothian, Prestongrange Museum, John Muir’s Birthplace Museum, Dunbar Town House Museum and Gallery and John Gray Centre will all be launching maths-related trails and activities linked to each specific site.
Dunbar Town House Museum and Gallery will launch a time-related activity based on the clock and two sundials on the exterior of the building, while events at the John Gray Centre will focus on money and transactions, reflecting the commercial history or East Lothian and linking to trade tokens on display.
Katie Oldfield, Maths Week Scotland co-ordinator, said: “We’re proud to be bringing Maths Week Scotland back for its fifth consecutive year. It’s great to see that so many schools have come up with exciting activities that reflect our theme for this year.
“Maths is found everywhere in the world around us, but it is also a key part of the solution when it comes to tackling climate change. It was really inspiring to see many of our schools presenting this sometimes complex subject in a fun and engaging way.”
The schools programme is core to Maths Week Scotland. Schools and community projects receiving grants in Edinburgh, Lothians and Borders are:
· Balerno High School: Maths Enrichment Club – setting up a Maths Enrichment club at lunchtimes to support enjoyment and develop problem solving and team work skills in Maths.
· Oxgangs Maths Club: Families can do maths together
· Edinburgh Central Library: Maths Week at the Library – Central Library and the Children’s Library are hosting a variety of fun Maths-themed events for adults and children, from pattern-making to Möbius strips!
West Lothian
· Greenrigg Primary School: Mini-beast Maths
Midlothian
· Stobhill Primary school: Let’s get Creative at Stobhill!- interactive maths kits
Borders
· Berwickshire High School: Mathematics and citizenship of the world
This year, Maths Week Scotland is also supported by winner of The Great British Bake Off 2020, Peter Sawkins, in collaboration with National Numeracy.
Peter is hosting a virtual assembly on 29 September, which will be streamed from the National Museum of Scotland to participating schools to learn about the maths involved in baking.
Maths Week Scotland has a supporting year-round programme for schools, families, adults and community groups. This is part of an ongoing drive to transform Scotland into a maths-positive nation through raising the profile of maths and encouraging enthusiasm for maths across the country.
National Museums Scotland is working with a wide range of organisations and collaborators to support and deliver Maths Week Scotland activity across Scotland.
For a full list of contributors and to view the whole programme, visit:
