The Atlantic Rim Collaboratory Summit is being co-hosted by @ScotGov this year. The annual gathering brings together pupils, teachers and education experts.
Over four days, participants will share ideas about how to improve schools in the different countries taking part.
First Minister @JohnSwinney and Education Secretary @JennyGilruth (a former teacher at RHS) met international delegates, pupils and teachers attending a Summit session at the Royal High School.
They discussed ways to improve attendance at school and help children get the most from their education.
Royal High School said on Twitter: “Our School Captain, Hannah & Vice Captains Hollie & Skye delivered exceptional speeches and were a credit to RHS. It was a pleasure to welcome delegates to our school.”
Edinburgh’s pupils continue to be among the best performing in Scotland
Results from the SQA Insight report shows Edinburgh’s learners are performing better than their virtual comparators in 14 out of 15 key measures, with 7% more pupils gaining at least one Advanced Higher than in other areas in Scotland.
Edinburgh learners are also out-performing their virtual comparators in Literacy and Numeracy for all stages and levels.
A virtual comparator is a sample of students from other areas of Scotland who have similar characteristics to a school’s students.
The news builds on the SQA exam results in August showing levels of attainment for pupils across Edinburgh remaining above those achieved before the Covid pandemic.
Insight provides teachers and lecturers with a summary of how learners have performed in their exams and coursework for each subject at National 5, Higher and Advanced Higher level over the past year.
Councillor Joan Griffiths, Education Convener for the City of Edinburgh Council, said: “This has been another positive year for our pupils. I want to congratulate them, as well as all our teaching and support staff. Their hard work has certainly paid off and praise should go to them as well as all the parents and carers who have supported the children.
“I welcome the results from the SQA Insights report. We have invested heavily in improving the skills of our workforce and I am confident that our staff will continue to improve the quality of teaching and learning to meet the needs of the city’s young people.
“Let’s not forget there is no wrong pathway for our young people as everyone’s learner journey is different. School is about ensuring all our young people are able to fulfil their potential by attaining the highest level of achievements possible and by receiving the best possible experience.
“We want all our learners to find their pathways into the world of higher and further education, employment or training and to narrow the gap between those living in different areas of affluence.”
Course reports – written by principal assessors and principal verifiers – are published to give an insight into how learners performed, detailing which areas of the course assessment where learners performed well, and which areas proved to be more demanding.
Principal assessors and other senior appointees are experienced teachers and lecturers who work with SQA to produce the course reports and highlight examples where candidates have performed well in their external assessments.
The reports also contain advice for teachers, lecturers, and training practitioners on preparing learners for the coming year’s assessments, as well as statistical data relating to grade boundaries.
EdTech entrepreneur responds to calls for Times Tables to be scrapped
An ancient counting tool first used as early as 2,400 BC should be brought back to classrooms if the new UK government decides to scrap times-tables tests, a Scottish business is arguing.
Glasgow-based British Youth International College (BYITC) specialises in teaching maths using the abacus and says the device, which involves sliding beads along a frame to count, can help children perform mathematical calculations faster than a calculator.
Students of the College include 10-year-old Tejas Mittal, who can solve 90 to 100 complex sums mentally in just 60 minutes.
“Instead of memorising numbers – like the multiplications of the times-tables – the abacus teaches children to actually visualise the calculations,”explained Dr Rashmi Mantri, who founded BYITC in 2015 after using an abacus to teach her son basic arithmetic.
“Students are then able to do big calculations mentally without the use of any calculator or paper. The abacus method doesn’t require your child to physically handle one of these ancient instruments. We teach children to visualise the abacus in their heads, then use their fingers to manipulate the imaginary beads.”
The annual Maths Week Scotland takes place from Monday 23rd September, a matter of weeks after news outlets reported thatthe government might make times-tables tests optional, to simplify the school curriculum.
If this were to become policy in either England or Scotland, abacus maths could be introduced in schools to make maths and arithmetic more fun – and improve learning outcomes, Dr Mantri said.
“Research has shown that abacus learners had 200% better memory than non-abacus learners,” she added.
“Because it’s a visual way of learning – using either a real or a virtual abacus – we find students enjoy it and engage with it more than they might do in a traditional maths lesson.
“From the thousands of students who learn maths with us, we also believe the abacus method is one of the best confidence-building tools in education. Children who do well at maths tend to have more confidence in other areas of study. And the better they do in school, the more that confidence carries over to areas outside of the classroom.”
Dr Mantri said school pupil Tejas Mittal, from Edinburgh, demonstrated “remarkable speed and accuracy” in mental arithmetic.
She said: “His father tells us that Tejas uses his abacus skills in everyday scenarios, like calculating grocery totals and measuring the carpet areas in square feet of a newly constructed building.”
Tejas’s father, Mukesh Mittal, Senior Delivery Manager at Cognizant, said: “As a parent, I am beyond thrilled with the progress Tejas has made through the Abacus Maths course at BYITC. The transformation has been remarkable, not just in his academic performance but in how he applies maths in daily life.
“Tejas confidently uses his abacus skills in real-world scenarios, impressing us and even our friends and family. We are incredibly grateful to the team at BYITC for their dedication and the positive impact they’ve had on our son’s education and overall development. Thank you for making maths not just a subject but a life skill that Tejas will carry with him always.”
BYITC teaches abacus maths online to students globally through its interactive Supermaths programme, which offers a mix of weekly teacher-led abacus maths classes and online tutorials.
The abacus is thought to have been first used by the Babylonians, an ancient Middle Eastern civilization, as early as 2,400 BC. The device consists of several rows of beads grouped in tens and mounted on a frame. Maths calculations are made by sliding beads back and forth to represent the various numbers in the calculation.
“Fingers, pebble calculators and computers have been used across history to calculate big numbers,” Dr Mantri said. “But the abacus is the one device that stands the test of millennia and is known to be highly effective at training the brain to make mathematical calculations involving huge numbers.”
Numerical Memory – Learning to do maths on an abacus makes it easier for students to memorise long numbers. A study at Japan’s Shinshu University showed that nine-digit memorisation was ‘fairly easy’ for students
Problem-Solving Skills – The abacus method improves problem-solving skills, both in maths and other areas of life. The method teaches children to think through problems logically.
Rapid Calculations – Learning maths with the abacus method equips a student to do rapid calculations without the need for electronic devices or writing instruments. All calculations are performed in the head by visualising the abacus.
Critical Thinking – The skills learned in the abacus method make students better at critical thinking in other areas of life. They are better able to conceptualise all sorts of challenges. They think through solutions and reach conclusions more easily.
Dr Mantri started teaching her son, Dhruv, maths using the abacus method when he was in Primary 5. By the age of 12, Dhruv – who has featured on TV shows for his “human calculator” skills – was developing web programming tutorials and giving online cyber security seminars. Now 18, he is pursuing a career in data science and analytics.
BYITC holds regular maths competitions to showcase the remarkable skills of its students.
One of Edinburgh’s top independent schools, Merchiston Castle School, is opening its 196-year-old gates to welcome prospective families for an Open Morning on Saturday 28 September.
An opportunity to explore the stunning 100-acre campus and see first-hand Merchiston’s premium facilities, families are invited to discover the top-tier educational experience offered at Scotland’s leading independent school for boys.
Visitors will have the chance to speak to the dedicated teaching staff, hear from the Head Teacher, Jonathan Anderson, and chat with both existing parents and students about their personal experiences of the school.
Pupil-led tours will run throughout the day, offering interested families the chance to view boarding houses, communal spaces, and subject classrooms.
For those inspired by recent sporting performances, a visit to the school’s world-class sporting facilities is on the cards – including the pioneering Tennis Academy in which Wimbledon competitor Jacob Fearnley first cut his teeth.
Interactive sessions for both tennis and golf will take place, offering a chance to meet the respective academy Directors, and get a sense of how Merchiston encourages sporting ambitions alongside a top-tier academic education.
Jonathan Anderson, Headmaster of Merchiston, said:“I look forward to welcoming families and sharing how Merchiston delivers an exceptional school experience for boys.
“We understand how important it is for families to choose the right school for their child, which is why we aim to provide comprehensive Open Events so that parents and sons can truly get to know our school culture and community.”
Merchiston’s Open Morning will run from 10:00am – 12:30pm on Saturday 28 September. Interested families can register for a place here.
Merchiston’s new Forest Nursery and Junior School will also be holding an Open Morning on 28 September from 9:30am – 11:30am.
Here families can discover more about the innovative approach the Forest at Merchiston takes to educating children ages 3 to 7.
Queen Margaret University (QMU), Edinburgh has launched another pioneering mentorship project with a novel twist that will better prepare students for the world of work.
To build upon the success of its inaugural QMU Employer Mentoring Programme, QMU has developed the Rotational Leadership Mentoring Programme (ROME) – the first of its kind in the education sector. This has been designed to give students the opportunity to understand the various industries and career paths available to them by pairing them with four expert mentors.
In this new rotational set-up, students from 2nd year and above can meet with each of their four mentors to focus on a key skill required for that specific role or industry. This means that students can concentrate on key areas with different specialists, such as analytical skills, critical thinking, decision making, team building, and other leadership skills.
Mentors already enrolled for the upcoming year include professionals working across all sectors, including those in the NHS, The Scottish Government, the IHG Hotel group and Dakota Hotels. QMU’s own Principal, Sir Paul Grice, has also been named as a mentor for this year.
Juan Garcia, Employability and Development Advisor at QMU, who is the brainchild behind the innovative mentoring programme, explained: “The idea of rotating mentors is completely new to the higher education sector, and something I was keen to drive forward to ensure our students have the best chance to develop their employability skills and learn from different industry experts.
“What also makes this so unique is that most mentorship programmes aren’t available to students until their 4th year. We wanted to make this available to our students from as early as their 2nd year to give them the best head start. It is vital that we continue to adapt and develop our career programmes to keep up with the ever-changing needs of our students, so they feel really well equipped to step into the world of work.
“We want students and graduates to have the confidence, skillset and knowledge to hit the ground running. Input from good mentors can help to give students excellent industry insights that will give them the edge, allowing them to stand out in the crowd. They can also help direct them into key areas and open doors to other work opportunities.”
Graeme Cleland, Business Development Manager at law firm Shepherd and Wedderburn and one of this year’s mentors, said: “It’s fantastic to see QMU developing new ways to extend the proven benefits of mentoring programmes to even more students.
“This programme will allow mentees to progress faster by drawing on the experience and contacts from their mentor, learn how to navigate entering their chosen field, and understand what skills they should focus on developing.
“Mentors involved also benefit too. As well as lending a helping hand to those aspiring to build a career, they also learn a lot from mentees about what the next generation of colleagues are looking for in the workplace, which can be taken back into their business.”
QMU’s mentoring schemes are distinctive from other university mentoring schemes in that they are particularly student driven and internationally recognised. The University aims to deliver what students really need and want, as well as ensure students develop the skills that employers are looking for.
The award-winning and accredited QMU Employer Mentoring Programme, which was established in 2013, was created with the aim of increasing student confidence and developing excellent industry links and job opportunities. Since its inception, the programme has provided over 500 students with expert mentorship from across a huge variety of sectors and professions.
Adrian Crichton, a graduate of QMU who took part in the mentorship programme when he was a student, is now returning to be a mentor in the rotational project. Adrian, who graduated from QMU in 2019 with a BA (Hons) in PR, Marketing and Events, is now the Director of Business Planning and Strategy within the Global Strategy and Enablement team at American Express.
The pilot Rotational Leadership Mentoring Programme will be open to QMU students for two weeks from the 16th September 2024.
A record number of pupils in Scotland are being taught in schools in “good or satisfactory” condition, official figures show.
The 2024 School Estate Statistics show that a record 91.7% of school buildings, with a total of 647,773 pupils, are in a good or satisfactory condition.
This is an increase of 29 percentage points since April 2007. Since then, 1,139 school building projects have been completed.
Education Secretary Jenny Gilruth said: “This government is determined to deliver high quality learning environments for all pupils in Scotland – and a key part of that is delivering a world-class school estate.
“Positive school environments play a huge role in the education of Scotland’s young people and our investment is paying dividends, with a record high number of schools being in good or satisfactory condition.
“The Scottish Government is continuing its investment in the school estate through the £2 billion Learning Estate Investment Programme. As set out in our Programme for Government, construction will begin on a further eight school building projects over the next year.
“This means that by the end of 2027-28, Scotland will have seen 47 modern, state-of-the-art school buildings open, thanks to our investment.”
ASH Scotland is encouraging secondary school teachers in Edinburgh to use a new resource pack as part of cross-curricular learning to inspire young people to make confident, informed decisions to protect their long-term health by not taking up smoking or vaping.
The Tobacco-free Schools pack, which features 28 engaging activities that can be used in group lessons, is being launched by the charity at a time when the major public health issues of youth smoking and, increasingly, vaping are causing great concern for teachers and other school staff working with children.
The pack provides up-to-date facts and statistics covering a range of topics such as ‘Understanding addiction’, ‘Smoking and mental health’, ‘Are e-cigarettes safe?’, ‘Being confidently nicotine-free’ and ‘Cigarette butts and e-cigarette waste’ to support the delivery of personal and social education classes or for classwork across various subjects.
Sheila Duffy, Chief Executive for ASH Scotland, said: “With concerned teachers across Scotland regularly contacting us for information and advice about tobacco and vapes, it is important that those working with young people in Edinburgh can access robust, evidence-based tailored resources to engage and empower youngsters to make informed decisions about their health and wellbeing.
“We are pleased to launch our new Tobacco-free Schools resource pack which is specially designed to be an effective learning aid to enable teachers to facilitate classwork to help equip pupils to increase their knowledge about the risks associated with both smoking and vaping.
“The pack’s interactive resources offer opportunities for teachers to promote a smoke and vape-free culture on school campuses through building the confidence of students to prevent peer pressure from steering them in a harmful direction and, instead, make positive choices to protect their physical and mental health by not smoking or vaping.”
Master’s is child’s play for hero who holps orphans in Ukraine
Gavin Menzies, a 38-year-old from Carrick Knowe, has graduated with a Master’s degree in Play Therapy from Queen Margaret University. His journey to this achievement is remarkable, as he put his career and studies on hold to help people in Ukraine during the war.
Within weeks of the full-scale Russian invasion, Gavin travelled to Kyiv to support children who had lost their families and to provide end-of-life care to the elderly. Despite the risks, he was determined to alleviate the suffering of those caught in the conflict.
Before his involvement in Ukraine, Gavin ran support businesses for children in Edinburgh. The pandemic highlighted the complex challenges faced by the children he worked with, prompting him to study the MSc Play Therapy at Queen Margaret University.
This course, run in collaboration with the specialist play therapy organisation With Kids, equipped him with the skills to better support young people. Due to his volunteering in Ukraine and his local commitments, he studied the course part-time over three years.
Since the full-scale invasion, Gavin has made several trips to Ukraine to provide vital supplies. During his time there, he supplied clothing, supplies and Christmas presents to over 600 orphans in Odessa.
Once home in Edinburgh, Gavin continued to provide vital support to the orphaned group of children by maintaining their extraordinary connection online. His volunteering also allowed him to apply the knowledge gained from his course to enhance his ability to serve children with complex needs in his local community.
As a former player with the Pleasance Basketball Club, Gavin uses sport to give children a head start in life. His High Flyers Basketball Academy has grown to provide coaching to 300 kids across Edinburgh and the Lothians.
Gavin opted to use the last year to focus on his Master’s course to ensure that he was better qualified to support his groups of children.
This July, he graduated from Queen Margaret University with a MA Play Therapy with merit. However, the ongoing plight of the Ukrainian people weighed heavily on his mind.
Now with his Master’s degree firmly under his belt, he has returned to Ukraine and is currently working to rebuild and revamp the orphanage in Odessa and volunteer in Kharkiv, where Russian forces have made gains these last few months.
He has just delivered supplies to a medical representative at an outpost in Kharkiv, and in the last few days, he has also been supporting orphans in Kyiv while drone attacks and bombing takes place all around them.
Sir Paul Grice, Principal of Queen Margaret University, said: “Gavin’s selfless dedication to supporting the next generation through sport is what ultimately motivated him to come to QMU and study the MSc Play Therapy.
“Gavin’s drive and determination to make a positive impact on people’s lives epitomises the values of QMU. He is an inspiration and a true local hero.”
Gavin received his Master’s award at a graduation ceremony attended by QMU’s Chancellor, Dame Prue Leith CBE.
He has now secured a position as a play therapist with the charity With Kids, and continues to blend this work with his holiday camps and basketball clubs, while still volunteering in Ukraine.
The platform, which provides a safe place to find advice, local support, tips, and tools to help maintain positive wellbeing, was launched at Bonaly Primary School this week (Wednesday 21 August).
The online space features a series of short films where children and young people from Edinburgh schools discuss why it’s important to talk about feelings and share their tips for emotional wellbeing.
There is also advice on apps, information on local supports and signposting to other websites that provide other sources of helpful advice and resources which include helplines and chat-based support.
It follows research which shows that understanding our emotions and learning coping mechanisms can help prevent more serious health problems later in life.
Education, Children and Families Convener Joan Griffiths said: “The wellbeing of our children and young people is at the heart of everything we do, and we understand they’ll face challenges which might cause them to struggle with their feelings and emotions.
“The launch of this new online platform marks a positive step forward in providing them with the tools and resources they need to take care of their mental health and wellbeing.
“Whether they’re seeking advice, finding support or want to connect with others, the platform is designed to be a go-to digital space. I’m confident it will make a real difference to the lives of Edinburgh’s children and young people.”
Gillian Barclay, Depute Principal Psychologist, said: “It’s normal to feel anxious, angry, sad, or frustrated some of the time, but recognising that we are struggling with feelings or emotions is really important. The new platform aims to support children, young people, and the adults around them to maintain positive wellbeing.
“I hope children, young people and their families in Edinburgh will find it helpful. We’ll continue adding information, support and resources and welcome feedback, particularly from young people and families, to help us do this.”
