The Scottish Student Awards Agency (SSAA) is proposing to stop providing bursaries for students based in Scotland to study at the prestigious College of Europe.
The College provides post-graduate education and training for high achieving students. Many go on to be senior civil servants at the European Commission or be elected to the European Parliament.
Others become specialists in areas like trade, environmental law and foreign and defence policy with governments across Europe and with international organisations globally.
College of Europe graduates can be found in bodies like the Oragnisation for Economic Development and Cooperation, NATO, UN and World Bank, and holding senior posts in leading private sector businesses.
Chair of the European Movement in Scotland (EMiS), David Clarke, says: “We urge the Scottish government to think again about ending the bursaries for Scotland domiciled students to attend the College of Europe.
“This is a world class training ground for the brightest and the best. Cutting our ties with the College will be another great blow to our talented young people and have a lasting negative impact on Scotland’s relationship with the EU for decades to come. That’s bad for trade, bad for business, bad our universities and for our international relations. And bad for our ties of democracy, culture and friendship.”
The Scottish Government supported three places a year for recent graduates of Scottish universities. The cost is around £120,000 a year. The position is different in England where up to 28 British civil servants can get UK government funds to meet the cost of attending the College of Europe.
EMiS says continuing to support students from Scottish universities will deliver positive benefits for Scotland for decades to come.
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.
A pilot scheme aimed at giving young people in the East End of Glasgow life skills and reducing youth violence in the area has been hailed a success by those taking part.
Teenagers, aged between 13 and 16 years have been involved in a ‘10 week Create Your Own PAFS’ (Police, Ambulance, Fire Service) programme since July to build their confidence and develop the skills to make the best possible choices.
The event was co-ordinated by Constable Laura MacDonald who was inspired by a youth programme whilst serving in the fire service prior to joining Police Scotland. She also enlisted the help of colleagues from the Scottish Ambulance Service and the Scottish Fire and Rescue Service to make it as informative as possible.
Working together, the services developed mock scenarios of real-life emergency situations, such as road traffic collisions, search and rescue, trauma, first aid and the use of defibrillators, and young people were invited to take on the various roles of blue light personnel to learn more about how each service responds.
The young people also completed elements of the three services fitness tests familiarising them with the fitness entry requirements.
Also included in the programme were inputs surrounding valuing diversity and inclusion, drug awareness, road safety, water safety, online safety and group discussions on relevant up to date topics.
Constable MacDonald said: “Our main aim was to break down the barriers between the teenagers and emergency services as often the only contact people have with us is in moments of crisis or when something has gone wrong.
“The pilot scheme was designed as a Tri-Service programme and shows what each service does and encourages the young people to take part in various time critical challenges which helps them understand how important it is to remain calm in a crisis whilst building their communication skills.
“The feedback from the young people taking part and their parents or guardians has been so encouraging and positive. They’ve said they all enjoyed the experience and felt it was successful in testing their social skills in unfamiliar environments. Participants have really had a confidence boost and some have made plans to join other similar volunteer groups.”
Those who took part received a certificate acknowledging their hard work and commitment to the programme and also a further certificate for CPR, which was one of the focal points during the 10-week programme.
Constable MacDonald concluded: “This has been a tremendous experience for me and my emergency service colleagues and I am grateful for the support of management within Police Scotland, Scottish Ambulance Service and Scottish Fire and Rescue Service.
“I am so proud of everyone who took part and hope to be able to replicate this in the division again in the near future.”
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.”
A University of Edinburgh academic and AI specialist will spend a term at one of the top universities in the world this autumn in order to explore ways to encourage more young people from disadvantaged groups to study computing.
Fiona McNeill has been awarded an All Disciplines Scholar Award from the Fulbright Commission and will head to California, the home of Silicon Valley, as part of an academic exchange.
The number of girls studying computing is falling and researchers have warned that the continued male dominance of the digital space could harm the UK’s aim to be a technology ‘superpower’.[1]
Fiona McNeill, a Reader in Computing Education, already runs a tutoring programme for pupils in disadvantaged communities and introduced one of the first robotics competitions for schools.
Her award at the University of California, San Diego is part of the longstanding US-UK Fulbright Commission exchange programme and she will be furthering her research at first hand on how UC San Diego has successfully broadened the appeal of tech subjects.
Co-funding this Fulbright award is the Rita Allen Foundation, a US philanthropic funder of transformative early-stage research ideas and civic engagement.
And this North American foundation has invited Fiona to join their pioneeringCivic Science Network as a Civic Science Associate – addressing biases and fostering inclusivity in research environments.
Fiona McNeill said: “The fundamental problem is that computer scientists are not very diverse. The discipline tends to be dominated by white and Asian males from more affluent social backgrounds.
“Correcting that imbalance is really important because this technology is driving society. For example, when Apple[2] developed its ‘Health’ app, there was no tracking of periods. The fact that this could be important hadn’t crossed the minds of its male designers. Similar issues come up all the time everywhere.”
Fiona began her career working in AI but has always been interested in education and how to broaden the appeal of computing. She will use her time in San Diego to study the inclusive policies introduced there, why they work and whether they would be equally successful if replicated in Scotland.
Fiona added: “I’ve been doing collaborative work with UC San Diego for a couple of years now. They’ve changed their student support model and we’ve been working together to see how students are responding to that.
“They’ve had a lot of success, however the environments are very different. I wanted to spend time there to experience it for myself and see what we might be able to copy.
“For this project I’ll be looking at what we can do to improve retention and outcomes for those who go to university. For example, as well as being less likely to take computing in schools, girls are more likely to drop out once they get to university and more likely to end up in a job in a different sector.
“We need to create an environment where girls and young people from disadvantaged backgrounds feel ‘this is the place for me’.”
The US-UK Fulbright Commission was established in the aftermath of the Second World War to foster better understanding between the US and the UK, and promote the empathy gained from cultural immersion.
Active in 150 countries, the Fulbright programme is the largest international education exchange in the world: more than 370,000 people have participated in it globally since it began, and over 25,000 have received US-UK Fulbright awards.
Sixty-two Fulbright alumni have won Nobel Prizes; 88 have won Pulitzer Prizes and 40 have served as head of state or government.
Maria Balinska, Executive Director of the US-UK Fulbright Commission, said: “Our vision is a world where there are no obstacles to learning, understanding and collaboration.
“Today there are many global challenges to overcome, and the world needs compassionate leaders to tackle them.
“This year’s cohort of awardees will be placing cultural engagement at the heart of their experiences as they undertake ambitious study and research programmes in the US: I am filled with hope for the wonderful collaborations that will ensue.”
Elizabeth Christopherson, President and CEO of the Rita Allen Foundation, said: “The Rita Allen Foundation is pleased to partner with the US–UK Fulbright Commission to support trailblazers co-creating a future where all people can shape science to expand its benefits and horizons.
“We are eager to welcome Fiona to the dynamic community of Civic Science Associates and Fellows working to create new bridges for learning across sectors and communities, using the tools of science and evidence to open access for new generations.”
Fiona McNeill will join a cohort of 31 Fulbrighters heading to the USA from the UK for 2024-25 and is one of a long line of over 600 Fulbright awardees that have headed to California since 1949.
This Clean Air Day, the Scottish Environment Protection Agency (SEPA) are supporting a day of learning where young people will be encouraged to lead change, tackle air pollution and protect the future of our environment through science.
Over 300 pupils were invited to a special event at the Glasgow Science Centre yesterday (Thursday, 20th June 2024) to celebrate the schools that have taken part in the “Our Amazing Air” Learning Lab programme run by the science centre in partnership with SEPA.
Young people visiting the centre on Clean Air Day enjoyed a range of themed activities including interactive exhibits and experiments, talks with experts from SEPA, University of Strathclyde and Nooku, and a brand new Our Amazing Air science show, which will run to the end of August as part of the centre’s public programme.
Launched in 2022, the Our Amazing Air programme is a STEM learning initiative aimed at P5 – P7 pupils that teaches young people about the importance of clean air, how the air environment functions, and the effects of air pollution on our health and the environment.
The programme includes training sessions and free lesson plans for teachers so they can support their learners to explore the air around us and investigate how it supports life through hands-on activities, group discussions and experiments. A total of 1200 pupils from 50 classes are taking part in the learning lab this term.
Dr Colin Gillespie, SEPA’s Air Modelling Unit Manager, said: “Good air quality is essential for a good quality of life, helping maintain our health and wellbeing and our climate and habitats. Everyone has a part to play in helping to improve air quality and tackle pollution – and education is a vital part of this.
“It’s fantastic to see so many young people engaging with issues surrounding air quality and inspiring to see them turn these learnings into positive actions that will make a real difference to communities and our environment.
“Clean Air Day gives everyone an important opportunity to consider how we can change or adapt our behaviour to improve the quality of our air and spread the positive message about the benefits of clean air.”
Tara Gibson, Senior Learning Coordinator at Glasgow Science Centre, said: “Our Clear Air Day activities have been made possible thanks to our partners ICLEI, University of Strathclyde and SEPA, resulting in us delivering a great programme of workshops and shows for hundreds of school pupils to take part in.
“The day’s events also allow us to showcase the wide range of engaging and accessible resources and experiences available to schools through our Learning Lab programmes.”
Tackling air pollution and raising awareness
While air quality in Scotland has significantly improved over the past three decades, air pollution still poses a significant risk to our environment and wellbeing.
Air pollution is recognised by the World Health Organisation (WHO) as the biggest environmental threat to our health, with recent scientific evidence from the WHO supporting the development of more stringent guidelines for air pollutants due to the impacts on human health.
Children are particularly at risk due to their developing lungs, brains and immune systems, yet millions across the UK are still exposed to dangerously high levels of air pollution at home and at school, where traffic and idle vehicles at the school gates can be a real concern.
Coordinated by environmental charity Global Action Plan, Clean Air Day is a national air quality campaign that brings together communities, schools, businesses, local authorities and other organisations across the UK to address the issue and build awareness of the impact of air pollution.
Now in its eighth year, this year’s campaign is focused on promoting greener travel to reduce localised air pollution and ensure people have the option to travel in ways that are better for our health and the planet.
Clear Science for Clean Air
Alongside the Our Amazing Air event, SEPA’s air quality scientists also visited a school in North Lanarkshire this week to celebrate Clean Air Day with pupils and share the results from monitoring air quality around the school gates.
Working together with East Renfrewshire and North Lanarkshire local authorities, SEPA have issued sensors to eight primary schools over the past few months to monitor the air quality, investigate the data produced and support teachers and pupils with initiatives such as encouraging active travel on the school run.
SEPA staff returned to St Brendan’s Primary School in Motherwell on Wednesday, 19th June to present pupils with their findings, which revealed elevated levels of air pollution in the area, particularly at drop off and pick up times.
The information gathered will support the ongoing anti-idling campaign championed by pupils at both St Brendan’s and Muirhouse Primary Schools, with youngsters aiming to reduce the number of vehicles at the school gates to cut down on localised air pollution.
Dr Colin Gillespie added: “It is encouraging to see young children keen to see the data produced from the air pollution monitors outside their schools and proactively lead change in their local communities.
“Making this information transparent and available to all allows young people and their families to make decisions on their behaviours and day-to-day activities which can have a positive impact on air quality, the wider environment and their health.
“With a long history of supporting air quality around schools in Scotland, we really recognise the importance of clean air, especially on young lungs, and promoting the fact that we’ve all got a part to play in protecting and inspiring the next generation of citizen scientists.”
Scottish Government funding has allowed the Diploma to be credit-rated at SCQF Level 6, equivalent to a Scottish Higher
The innovative one-year diploma is offered by the Futures Institute at Dollar Academy (FIDA), which also provides young people from across Scotland with unique opportunities to tackle projects based on real world challenges
The Futures Institute at Dollar Academy has launched a new qualification – the International Sustainability Diploma. Open to learners across Scotland and beyond, the Diploma will be piloted in a number of schools in the 2024/25 session ahead of a wider launch in 2025/26.
The Diploma programme offers a different style of learning and teaching, aligned with the recommendations of the Hayward Review (2023). Rooted in the UN Sustainable Development Goals and co-designed with experts from industry and universities, students learn through developing solutions to real-world problems.
Students who complete the programme will receive a qualification worth 24 SCQF points at Level 6 (equivalent to one Higher). This carries UCAS points, enabling progression to further and higher education, as well as international recognition.
In addition to building students’ knowledge and understanding of the complex social, environmental, economic and political aspects of sustainability, the Diploma develops important skills such as independent research, problem-solving, critical thinking, collaboration and communication. Entrepreneurship is a golden thread that runs throughout the programme, and this element is co-delivered with the University of Stirling.
Instead of examinations, students build a portfolio of work and have opportunities to present this throughout the year. Students begin by exploring the concepts of sustainability through the UN SDGs and create a social media campaign to raise awareness of an SDG of their choosing.
They also undertake a ‘design sprint’ challenge to learn the principles of Design Thinking – a method for solving problems that puts the user at the centre of the process, and involves adapting solutions in response to research, testing and feedback.
They will then go on to choose three ‘Global Challenge’ projects from a range of options, each rooted in the SDGs – for instance, designing a new wave-powered method for water desalination, an app to support people experiencing climate anxiety, or a monument to make a statement about modern slavery.
In each case, students research the issue and the needs of their target users or audience, generate ideas, and, through a process of feedback and testing, develop and refine their solution. Students have the opportunity to build and develop their skills as they move from one project to the next.
Finally, students learn about the crucial role of business and social enterprise in achieving the SDGs. They select one of their three project outcomes to develop further as a business or social enterprise, working with the Enterprise Team from the University of Stirling. Students present their proposal and have the opportunity to receive feedback from entrepreneurs.
The Diploma is offered by the Futures Institute at Dollar Academy, which began in 2021 as a pioneering initiative to tackle three fundamental challenges in education – providing equitable access and closing the poverty related attainment gap; finding compelling alternatives to traditional teaching and exam systems; and addressing sustainability.
Offering real-world challenges in the form of workshops, skills-based courses, design challenges and competitions, over 600 pupils and 80 teachers from across Scotland, and further afield, have registered on FIDA’s online platform and have benefited from free access to FIDA resources. FIDA’s online content has been viewed over 75,000 times.
Ian Munro, Rector of Dollar Academy and FIDA founder, said, “Over the past year we have been working with universities, colleges and industry to deliver the FIDA Sustainability Diploma and we are thrilled to launch the accredited course to young people across the country.
“The Diploma allows learners to collaborate, to problem solve, to manage time and resources, and showcase the skills that will be useful for the challenges they will face beyond school. It is an ambitious qualification in terms of design, content and delivery, that will enable our youngsters to be a real force for good in an ever-changing world.”
FIDA secured Scottish Government funding to support the credit-rating of the Diploma onto the Scottish Credit and Qualifications Framework (SCQF). The team worked closely with Glasgow Clyde College, the credit-rating body, to ensure that the learning programme meets the robust criteria for a qualification at Level 6.
Cabinet Secretary for Education, Jenny Gilruth said, “The Scottish Government is committed to developing a system of qualifications and assessment that ensures pupils are well-equipped to tackle future challenges as they progress through education.
“Young people are facing a range of global challenges, including the climate emergency, which is why we have supported Dollar Academy to gain accreditation of its sustainability diploma, as part of the implementation of our Learning for Sustainability Action Plan.
“I am pleased that vitally important education resources such as these can be accessed for free by pupils across the country.”
One of the schools piloting the qualification in 2024/25 is Inverness Royal Academy. Depute Rector Morven Neil said: “This is possibly one of the most important courses we could offer our pupils and we are delighted to be part of this pilot.
“The world is grappling with the urgent need for sustainable solutions and our current generation of school pupils are extremely aware of this. This surge in interest among school pupils is indicative of a generation that is deeply committed to safeguarding the planet’s future.
“They’re not just passive observers; they are seeking knowledge, solutions, and ways to reduce their ecological impact. This Diploma will allow our students to be prepared for future career sectors, policy and personal challenges in a world that faces a climate crisis.”
Other schools participating in the pilot are Speyside High School, Alloa Academy, Braes High School (Falkirk); Clifton Hall School (Edinburgh); and Dollar Academy.
QUEEN Margaret University (QMU), Edinburgh, has developed a series of resources for use in educational settings to help enhance disability literacy.
The University will launch its new Toy Box Diversity Lab website of resources on 9th May 2024, which will help guide discussions between educators and their primary school learners about disability equality and representation in the school curriculum, as well as encouraging them to think about accessibility in their own environments.
Funded by the QMU Innovation Fellowship, the educational assets include an activities pack, instructional videos and a directory of other resources to encourage positive discussions in schools.
The University will also be launching an online short course on Disability Confidence for Educational Practitioners, running from September 2024.
Dr Clare Uytman and Dr Siân Jones, senior lecturers in the Division of Psychology, Sociology and Education at QMU, have led the three-year long project, establishing their own research group to do so.
The lecturers have tested their resources with almost 550 children in England and Scotland, as well as running focus groups to create the final products in collaboration with teachers, disabled adults and parents of disabled children.
Dr. Uytman, said: “Positive understanding, representation and discussion around disability is so important for achieving a more inclusive learning environment through imagination and play, which will help children understand the importance of these topics from an early age.
“It is so rewarding to see three years of hard work and thorough research come together with the creation of these highly beneficial resources which we hope will be of real value to the teaching profession and enhance disability literacy.”
As well as the website, the QMU lecturers have also been working in collaboration with activist not-for-profit organisation, ToyLikeMe, to ensure better representation of disabilities in children’s media, including toys, books and television programmes.
Dr. Jones, said: “There is growing evidence that toys representing disability give non-disabled children windows into the worlds of disabled children.
“We are building on this evidence base, using images of adapted toy prototypes, such as Barbie with a missing limb, or Olaf the snowman from Disney’s Frozen with a cochlear implant, and showcasing these to children through pop-up exhibitions and activities we have been trialing at schools to help them think and speak positively about disability.”
Scottish primary school teacher, Mhairi Ritchie, welcomed one of these pop-up exhibitions so that she, and her pupils, could sample the resources. She said: “Involvement in the project was a fantastic way to explore disability. The children learned new vocabulary and developed a new perspective around what it means to be disabled.
“The accompanying resources were highly engaging and thoughtfully designed, enabling an interdisciplinary approach to the learning. The great thing is that we can use the resources again in the future and we look forward to doing so!”
An event will be taking place both online and in the Halle Lecture Theatre on campus at QMU to coincide with the official launch of the website on 9th May.
The launch event will take place between 4pm and 5.30pm at which attendees can learn more about the evidence-based research that has been conducted for this project, as well as more details on the resources on offer.
