Tag: schools

UNISON: Edinburgh schools facing urgent issues

UNION CALLS FOR ACTION FOLLOWING ALARMING WORKPLACE SURVEY

New survey data from UNISON’s recent research among Edinburgh City Council workers sheds light on the challenges faced by school support staff, echoing the findings of the Scottish government’s Behaviour in Scottish schools: research report 2023.

UNISON Edinburgh City Branch emphasises that the impact of pupils’ behavioural challenges is disproportionately falling on the shoulders of support staff, who are often the lowest paid and receive minimal training and support.

The violence at work survey, conducted among our members, saw the highest response rate from staff working in schools with 82% of respondents in that area. The Edinburgh Branch survey indicated a need for clearer reporting procedures and improved feedback mechanisms to ensure member concerns are addressed promptly and effectively.

The return aligns with the government’s findings, revealing that 86% of support staff encounter low-level disruptive behaviour daily. Additionally, 66% experience verbal abuse, and 59% face physical aggression on a regular basis. This supports what UNISON members have been telling us – the lowest-paid support staff, mainly women, are the frontline responders to challenging pupil behaviour.

Pauline Henderson, UNISON Edinburgh Convenor for education, stated: “No one should face violence and abusive behaviour at work, and if they do, they need proper support.

“Yet, in our schools in Edinburgh, it is the lowest-paid, mostly women support staff who deal with challenging and disruptive behaviour every day.”

“UNISON stresses that support staff are more likely than teachers to report the greatest negative impacts from serious disruptive behaviours”.

Tom Connolly, UNISON City of Edinburgh Branch Secretary, emphasised UNISON’s consistent advocacy on the issue: “UNISON has consistently raised violence and abuse of school support staff with employers and the government.

“Now that we have evidence backing up this growing problem, we need government funding and action to help schools deal with it.”

“More than half of the respondents (57.6%) feel their employer does not take violence at work complaints seriously. Addressing this perception is crucial for fostering a supportive and protective workplace culture.”

Key Points from UNISON Edinburgh City Survey:

Daily Challenges for Support Staff:

66% experience verbal abuse, and 59% encounter physical aggression regularly.

Comparisons with Government Report:

UNISON’s survey findings align with the Scottish government’s report, emphasising the universal nature of challenges faced by support staff.

Impact on Support Staff:

Support staff report the greatest negative impacts from serious disruptive behaviours, underlining the urgent need for comprehensive support and strategies.

Call for Edinburgh City Council Action:

Urgent action is needed to protect council staff. UNISON continues to advocate for enhanced reporting, substantial local authority investment, and comprehensive support for all council staff.

Call for Government Action:

UNISON Edinburgh City urges the Scottish government to recognise the inadequacy of current council funding and take substantial action to address the challenges outlined in both the survey and the government report.

ebrief-behaviour-in-schools-report-2023Download


Read the full UNISON Edinburgh City Branch survey report here

Special landmark hit as school kids across the country ‘Tackle Maths’

A partnership between Scottish Building Society and Edinburgh Rugby to help school children learn maths and get active outdoors has hit a landmark target.  

175 school kids have now gone through the ‘Tackle Maths’ programme.  

It helps school pupils aged between 8-12 years-old gain practical maths skills by using rugby and real-life examples to show just how important maths is in everyday life. 

From measuring the length and breadth of the pitch, working out the capacity of the stadium and estimating the height of the posts, all mathematical challenges have been designed to encourage pupils to think about maths lessons in a different way. 

Launched by Scottish World Cup hero Blair Kinghorn, the programme helps to show children that maths skills can be learned and utilised in many different ways.  

Paul Denton, Chief Executive, Scottish Building Society said: “When we started this programme our aim was also to help at least 175 children to see maths can actually be fun.  

“We are delighted to have achieved this ahead of schedule and look forward to getting even more kids involved. 

“Having a practical learning environment coupled with a rugby professional showing pupils how they use maths and why it is important gives them a different perspective of learning and inspires. 

“As the main club partner of Edinburgh Rugby, we want to utilise our position to give back to communities and Tackle Maths has proven to be one of the most impactful programmes  we have ever run. 

“This is a fantastic achievement and I hope it will continue to inspire kids to think differently about learning, both in and out of the classroom 

Douglas Struth, Managing Director, Edinburgh Rugby said: “Edinburgh Rugby is at its heart a community rugby club – working in partnership with Scottish Building Society to deliver this programme to over 175 school kids is a fantastic achievement for both organisations. 

“This programme is all about getting kids out of the classroom and learning in a practical manner. Inspiring and promoting learning is values both organisations share so it is very encouraging to see it take off so successful in its first full year.” 

Schools: Action to address behaviour and attendance issues

Funding to address problems at the root

Education Secretary Jenny Gilruth has announced £900,000 in new funding for staff to tackle poor behaviour and attendance in schools. 

The funding will be provided directly to local authorities to train support staff to respond to new challenges and develop behaviour management strategies in schools post COVID.

It comes as part of a multi-year plan that is being developed in conjunction with key stakeholders and will set out actions at national, local and school level to improve behaviour and support better relationships.

Actions include:

  • the new Interim Chief Inspector being tasked with ensuring HMI inspections are accurately recording behaviour to ensure any issues are tackled as soon as possible
  • a call for more accurate and robust recording of any incidents of poor behaviour in schools
  • a dedicated approach to responding to issues regarding misogyny

Ms Gilruth said: “It is important we keep the big picture in mind, with research published yesterday showing staff reporting generally good behaviour amongst pupils. However, the status quo is not an option and the plan I am setting out today will provide the support necessary to help tackle these problems at the root.

“I am absolutely clear that our schools should be safe and consistent learning environments for all. No teacher, or support assistant should face violence or abusive behaviour at work. We cannot suggest that the pandemic has not exacerbated inequity and nor must we blame it for these challenges.

“Schools, equally, can’t do this all alone; they need help. We have to enact a national plan which better supports our teachers and support staff in the workplace; recognising the role of Local Government as employer.

“And that plan has to better protect the learning outcomes for our young people – the vast majority of whom are well behaved. That is the prize that better behaviour in our schools can deliver – and I look forward to working with our partners to deliver just that.”

Headteachers, teaching unions, local authorities, parents, carers and children and young people will help inform the national action plan to improve behaviour and support better relationships in schools. 

The plan will be developed in the coming weeks and published in the new year.

Behaviour and relationships in schools

Behaviour and relationships in schools

New research published

Thousands of head teachers, teachers and support staff have shared their views on pupil behaviour and relationships in Scotland’s local authority schools.

The fifth edition of the Behaviour in Scottish Schools Research (BISSR) report found staff perceived the majority of pupils to be behaving well.

The report noted a deterioration in some pupil’s behaviour since the last research was conducted in 2016, thought partly to have been exacerbated by the COVID-19 pandemic and instances of poverty and destitution. The research also identifies a number of emerging trends in behaviour, including in-school truancy, vaping, disruptive use of mobile phones and misogyny. 

Education Secretary Jenny Gilruth discussed the findings of the report as she chaired the third Behaviour and Relationships summit yesterday, bringing together teachers, union representatives, local authorities and other stakeholders.

The research comes as a further report by Education Scotland shows the impact the COVID-19 pandemic and the cost-of-living crisis has had on attendance levels for some pupils.

Ms Gilruth said: “We commissioned this research to provide us with the clearest possible picture on behaviour and relationships in schools. It builds upon my own extensive engagement with teachers, school leaders, support staff and local authority colleagues to fully understand how our pupils are interacting with each other and their teachers.

“It is clear from the responses that most teachers report good behaviour amongst pupils – this provides some important nuance to this issue and must be at the forefront of our plans to tackle the instances of disruptive behaviours. Young people must not be demonised, and poor behaviour cannot be generalised.

“Our young people have faced a huge amount of disruption in recent years due to the COVID-19 pandemic which has been compounded by the current cost of living crisis – this is not unique to Scotland.

“Tomorrow (Wednesday) I will set out to Parliament our plans to engage with local authorities and schools to ensure a plan of action is taken forward to tackle instances of poor behaviour at the root as soon as possible.

“I plan to engage directly with young people on this matter to ensure their voices are front and centre – as well as with teachers and school staff, to ensure they are fully supported in responding to these challenges.”

The Scottish Childrens Services Coalition (SCSC) is an alliance of organisations that support children and young people who have additional support needs.

SCSC responded: “This report noting a perceived decline in pupil behaviour, especially since 2016, should come as no surprise.

“Many disruptive incidents are linked to pupils with additional support needs (ASN), with numbers more than doubling since 2012, and now amounting to more than a third of children, who are also experiencing an increasing complexity of need. These numbers have been exacerbated by the traumatic impact of the Covid-19 pandemic and the cost- of-living crisis, with us also facing a mental health emergency.

“However, this is set against a background of acute under-resourcing to support their needs, with the number of specialist ASN teachers falling by 546 between 2012 and 2022 as just one example.

“Additional funding is desperately needed to increase the support available to those with ASN, including specialist teachers, teaching assistants, mental health professionals and educational psychologists.

“While we support the principle of mainstreaming, that all children be taught in mainstream classes unless exceptional circumstances apply, this has never been properly resourced. Those with ASN are therefore frequently being inadequately supported, which is also impacting on other pupils.2

“Violence against any member of school staff or another pupil is never acceptable, and it is critical that with the Scottish Budget being published next month, our schools are given the necessary resources to ensure that they are safe places in which to work and to learn.”

Celebration as pupils and teachers receive The Saroj Lal Award

Celebrating diversity through creativity in our schools was the theme of the Saroj Lal Award for Edinburgh Schools event held at the City Chambers on Thursday night (16 November).

Saroj Lal was one of the first Asian women to teach in a Scottish primary school when she began her role at South Morningside Primary School in 1970.

Her many successes included being at the forefront of race relations during a period of immense political and social change, delivering anti-racism training and starting the first local authority interpreting and translating service in Edinburgh.

Following her death in 2020, Saroj’s many achievements in equality, women’s rights, education, and community work are being formally recognised.

Every year our schools are invited to nominate pupil work relating to any aspect of equalities, in any artform. Headteachers were also invited to nominate staff, whose collaborative work around equalities has taken a creative approach and had an impact.

All nominated work will be used to start building a resource bank for schools. This year saw more schools and pupils enter with 11 schools nominated, 33 pupil/pupil group nominations and two teacher nominations submitted.

The entries were considered by a panel of judges, comprising Saroj Lal’s son and equalities campaigner Vineet Lal, Katie D’Souza (2022 Joint winner of the GTC Scotland Saroj Lal Award) and Nikhat Yusaf, Senior Development Officer Equalities for the City of Edinburgh Council.

The award categories for pupils were as follows:

  • Proud to be Me: Communicates the young person’s personal expression of pride in their heritage, in their own culture and/or identity.
  • How Prejudice Makes Me Feel: Expresses young people’s feelings about any form of prejudice inflicted on themselves or others.
  • Artivism: Art expresses their views on social justice and challenges others to change and/or act differently.

There were joint winners for the Proud to be Me category: Lily Schiller-Chatwood, Leith Academy and Natali Rawat, St Thomas of Aquin’s RC High School.

In the How Prejudice Makes Me Feel category the winner was Amna Parveen, Castlebrae Community Campus.          

For the Artivism category the winner were the Equalities Lead Pupils at St Augustine’s High School.

The staff winner was Elaine Oram, James Gillespie’s High School.

The Commendation winner, was a whole school effort, and went to Currie Primary School.

Councillor Joan Griffiths, Education, Children and Families Convener, hosted the event and said: “These awards build on the rich legacy that Saroj Lal left in her decades of pioneering work in Edinburgh and beyond. They recognise the work schools and pupils are doing to challenge the many forms of prejudice and discrimination.

I am so glad to see that in the Awards second year, many more schools have engaged with the award and submitted such a range of creative works, to include films, animation, poetry, and art works, demonstrating that diversity is thriving in our schools.

“The creativity, insights and depth of thinking on display have been hugely impressive, and everyone involved – pupils and staff – deserves to be congratulated.”

Vineet Lal, son of Saroj Lal, and one of the Award judges, said: “It has been thrilling to see the passion and enthusiasm demonstrated by all those taking part in the Saroj Lal Award for Edinburgh Schools.

“The sheer scope and breadth of nominations, from almost a dozen participating schools this year, illustrates how engaged our local pupils are with issues linked to equality, diversity and inclusion, and it has been a pleasure and a privilege to be part of the judging panel.

“The creativity, insights and depth of thinking on display have been hugely impressive, and everyone involved – pupils and staff – deserves to be congratulated.

Last night’s event followed on from Portobello High School biology teacher Hardeep Kaur being awarded the General Teaching Council for Scotland (GTC Scotland) Saroj Lal Award for a Pioneering Spirit in Equality and Diversity. 

Aims of The Saroj Lal Award for City of Edinburgh Schools: 

  • Mark the important legacy of Saroj Lal’s life and work.
  • Inspire action and promote equalities work in the widest sense.
  • Ensure pupils’ views, ideas and experiences are central and communicated widely through creative approaches.
  • Create a bank of resources for schools to use and share.
  • Challenge perceptions, remove stigma and celebrate diversity.

Parents of children who drowned back school water safety initiative

The Royal Life Saving Society UK (RLSS UK) has developed the Water Smart Schools Accreditation, which launched in time for the new academic year, to facilitate classroom-based Water Safety Education.

And the mothers of Joe Abbess and Sunnah Khan who tragically lost their lives at Bournemouth beach in May this year, have recently advocated for the programme.

The RLSS UK initiative has been designed especially for schools to help their students develop water safety skills for life in the classroom environment, in recognition of the fact that not all schools can access pool-based safety education.

A cross-section of schools have piloted and successfully completed this new initiative, and now over 100 schools have signed up to the programme to ensure their students are educated on water safety.

Joe, 17, and Sunnah, 12, tragically drowned on 31 May this year when a suspected rip current caused sea conditions to change.

Joe’s mum, Vanessa Abbess, said, “I am keen to support the RLSS UK Water Smart School initiative to educate and raise awareness to improve water safety, in memory of our son Joe. 

“Joe and Sunnah lost their lives despite being only waist high in the water, on a lifeguarded beach. 

“Joe was sensible, healthy, and strong but taken from us, due to the ferocity of the sea that day. I am certain that if Joe had survived, he would definitely want to warn others of the dangers, as he was a very caring young man.

“I feel education is the key to get water safety to be broadly discussed and thus potentially save lives.”

Drowning is one of the leading causes of child trauma-related deaths in the UK (National Child Mortality Database, Deaths of children and young people due to traumatic incidents thematic report, July 2023) and is largely avoidable through education and positive experiences around water. 

Sadly, access to swimming tuition and water safety education differs across the UK and there is often disparity for those from low-income and ethnically diverse family groups. The most recent data shared through the 2022 Active Lives Survey shows that only 34.7% of children from low-affluence families are able swim 25 metres unaided, compared with 76.4% children from high-income families.

RLSS UK’s Water Smart Schools accreditation aims to improve this by providing schools with a framework and all necessary resources to facilitate this vital learning. 

Sunah’s mother, Stephanie Williams, said “”I think educating our children on water safety is incredibly important. The very least we can do is give all children an equal opportunity to access information that could potentially save their life one day. You never think it will happen to you until it happens to you. 

“Knowledge is power, let’s give our children the knowledge and start the conversation that may one day save their life. Sunnah had her whole life ahead of her and it was so brutally torn away from her that day, I want to do everything I can to prevent this from happening to other children.”

RLSS UK launched the free Water Smart Schools programme in line with the start of Autumn term and all educational settings are being encouraged to sign up and take part during the 2023-24 school year.

Flexibility is at the heart of the programme and the charity is proud that Water Smart Schools  can be applied to any learning environment including further education and SEND settings. The charity has already seen lots of enthusiasm from a number of schools and they want to ensure all school children have the vital water safety knowledge needed to stay safe in and around water.

RLSS UK’s Education Manager Andy Lane said, “We are excited to already have over 100 schools on board but want to grow this and get even more schools on board to ensure more children have the much-needed knowledge around water safety.” 

If you are interested in taking part to become a Water Smart School, please email education@rlss.org.uk.

Scottish students debate on climate crisis at COP28 mock event

OVER 100 pupils aged between 16-18 from Scottish schools played the part of politicians, journalists, and lobbyists to debate on the climate crisis.

They were taking part in the British Council’s COP28 Climate Simulation Negotiation at Moray House, School of Education, University of Edinburgh, and had the opportunity to find out what it’s really like to negotiate a climate deal.

Delivered with Learning for Sustainability Scotland this debate was the first time the event has come to Scotland and the first in a series coordinated by the British Council in five cities across the UK.

The event kicked off with a keynote address from Learning for Sustainability lead at Scottish Government, Lucia Ramon Mateo, with the debate taking place in the run-up to the 28th United Nations Climate Change Conference (COP28) in the United Arab Emirates which starts on November 30.

During the negotiations, the pupils had to agree on a global strategy to reduce greenhouse gas emissions and successfully reduce global temperature rises to no greater than 2 degrees C, making sure that all countries were on target to reduce temperatures by 2030. To do this, they used computer software developed by Climate Interactive and MIT to create a real-life climate simulation.

They were led by Professor Peter Higgins, Director of the United Nations University Regional Centre for ESD (Scotland) and Professor Dave Reay, Executive Director at Edinburgh Climate Change Institute and Professor of Carbon Management at the University of Edinburgh.

Attending the event students Rosie Zisman, and Raphael Uddin from Boroughmuir High School in Edinburgh shared the role of United Nations Secretariat General.

Speaking about the negotiations, Raphael said: “Today our aim was to reduce greenhouse emissions drastically and we just reached the target agreement for warming, bang on 2.0 degrees.

“We were able to work together, compromise, and reach this goal and no countries were left behind or lost out. It was also great to have schools from Egypt join us today, to hear about their experience during COP27 and to get an insight into the different issues, especially with COP28 coming up in Dubai”.

Rosie added: “We managed to reach consensus to fund $1billion in climate financing per year globally, which was a big win.

“At 2 degrees, we will still see dramatic increases in climate change. Today gave us just a flavour of what is possible and it is progress, but not our final destination”.

Speaking at the event, Professor Reay said: “We’ve seen skilled negotiations from the students today and many congratulations to all those taking part who have worked diligently debating the issues.

“It is extremely important that we have opportunities like this to maintain the conversation about the vital importance of keeping warming under 1.5 degrees.

“This event shows that while the global conversation on the climate crisis still falters, young people have the energy, drive and ambition to focus and ask the hard questions. Today at Moray House, we have had the privilege of working with future policy makers and global citizens, a generation who already know that activism for the planet is crucial”.

Peter Brown, Director, British Council Scotland provided a welcome to the students, he said about the event: “Well done to all those involved in today’s event – I’m delighted that young people from across Scotland, the wider UK, Egypt, and the United Arab Emirates are coming together to actively engage in the challenges of climate change.

“Our research at the British Council shows clearly that the climate crisis is of deep concern – particularly to young people, and this event has put students at the head of the negotiating table.

“It has given them a unique chance to experience the realities of diplomacy and international negotiation such as that taking place at COP28, providing them with the skills and confidence to take on some of the world’s biggest challenges.”

The initiative is part of the British Council’s Schools Connect programme for schools in the UK and around the world. The British Council works with education policymakers to explore effective practices from other countries and help teachers to bring an international perspective to the curriculum. This supports all young people to build the skills, knowledge and attitudes they need to respond to global challenges and develop international understanding. 

Through the Climate Connection programme, the British Council is also supporting people globally to find creative solutions to climate change in support of the 28th United Nations Climate Change Conference (COP28) in UAE this month.

The British Council is supporting the summit by engaging with networks of education professionals, students, academics, researchers, artists, civil society leaders and policymakers to participate in meaningful dialogue and bring about real change for our planet.

This event continues the British Council’s work, building connection, understanding and trust between people in the UK and overseas through arts, education and English language teaching.

To find out more about their work in Scotland visit:

https://scotland.britishcouncil.org/ or follow on Twitter, Facebook or Instagram.

Drummond Community High School takes leading role in new film and screen education programme

Pupils in Edinburgh and at secondary schools across Scotland are learning all about filmmaking as part of a curriculum development programme being run by Screen Scotland.  

Experienced film and screen educators are working with teachers in schools in Edinburgh, Argyll and Bute, Inverness, Dundee and Shetland to teach young people about practical film making and the wide range of work that goes into making film and screen content.     

The work is another step toward Screen Scotland’s ambition to introduce film and screen as an expressive arts subject* within the Scottish school curriculum. This second phase of development activity builds on work testing the innovative new curriculum that took place in nursery and primary schools earlier in the year.  

Fi Milligan-Rennie, Screen Scotland’s Head of Education said: “Screen Scotland is working towards film and screen education being available for every child in Scotland, in every school in Scotland and this expansion of the pilot programme into secondary schools is an important step on the way.  

“The new Film and Screen curriculum is bringing filmmaking, as an expressive arts subject, into every classroom in our pilot schools. By engaging with the process of practical filmmaking pupils will learn about content creation, the craft and technical elements of making film and screen content, build skills as visual storytellers and develop capacities as collaborative and creative individuals and through the practice of film and screen production.” 

Screen Scotland, which drives development of all aspects of Scotland’s film and TV industry, through funding and strategic support, is working with a wide range of partners on the programme, including the SQA, Education Scotland, the BFI, Industry Partners, and the Scottish Government.  

Neil Millar, Senior Education Officer for Expressive Arts, Culture and Creativity at Education Scotland said: “Education Scotland has been delighted to actively support the development of the pilot Film and Screen curriculum within the Expressive Arts offering of Scotland’s Curriculum for Excellence.  

“The educational and social impact of the pilot curriculum on schools, teachers and most importantly pupils, has been immense and I have been privileged to see the curriculum ‘in action’ across the country.

“This added dimension to Scotland’s curriculum builds on the vision and principles of Curriculum for Excellence as well as enabling the future-focussed knowledge and skills development that will sustain economic growth and drive accessibility and inclusion in a sector that is often seen as exclusive.”  

Award-winning Director Mark Cousins said: “I can hardly believe these new plans for teaching film in Scotland. 

“Cinema remains one of the world’s most vivid cultural forms but has always been under-taught.  One of Scotland’s best movie directors, Alexander Mackendrick, knew that film education was crucial. One of our greatest contemporary filmmakers, Lynne Ramsay, greatly benefited from film education. 

“Now a new scheme will embed film education in schools? For kids as young as 3?  We’ve wanted this for decades because it’s the best way to democratise film, to create new directors, to enrich Scottish visual culture. 

“Scotland had a late start in film history.  This imaginative, immensely valuable new programme will help us get ahead.” 

Screen Scotland…Forthill Primary School ….Pic Paul Reid

David Smith, Director of Screen Scotland added: “If we want young people across Scotland to feel confident in making films and screen content, and exploring that as a potential career, it’s important that they get every opportunity to make films and learn about filmmaking.  

“Many feel that a career in film or TV is beyond their reach, somehow reserved for other people. That’s far from true and we want to give them the knowledge and experience they will need to realise their ambitions whatever background they have, wherever they live.  

“A film crew has so many different roles within it, good jobs that pay well but also really rewarding, creative jobs. We want everyone to feel it’s something they can feel confident doing. This, in turn, will continue Scotland’s growth as a thriving centre for film and screen, bringing proven economic benefits to the country.” 

Cabinet Secretary for Culture Angus Robertson said: “The Scottish Government believes culture is for all and this Film and Screen education programme will be an accessible pathway for Scotland’s next generation of filmmakers to pursue. 

“We believe the development of the programme will provide a fresh opportunity for young people to learn the skills that could lead to a fulfilling and successful career in a thriving film and TV industry – a platform to showcase authentic Scottish storytelling and creativity. 

 “The Scottish Government will continue to work with Screen Scotland, and partners in the education sector, including Education Scotland and SQA to boost screen education across formal and informal education settings – it really will be an exciting programme to be involved with.” 

Schools STEM event success

Over 2,500 pupils got an invaluable insight into STEM-based careers thanks to Edinburgh Science’s annual schools event

Soon to celebrate 10 years, just-finished Careers Hive 2023 is hailed as a huge success with over 2,500 pupils from secondary schools all across the central belt visiting National Museum of Scotland to get hands-on with science.

They heard from young STEM professionals about their careers – and sometimes more unusual paths to their dream jobs – and took part in various workshops and activities, including performing keyhole surgery, assembling a model of a space satellite, programming a robot or insulating a home.

Initially developed in 2016, Careers Hive inspires S1-S3 pupils to pursue a STEM-based (science, technology, engineering and maths) career through hands-on activities, discussions with STEM professionals and workshops to equip them with skills and confidence to progress in their chosen field. 

Careers Hive addresses the problem of young people not choosing STEM subjects by encouraging and showcasing where they will lead.

A teacher participating in Careers Hive said: “One pupil told me as we entered the Museum: ‘to be honest, I’m here for the day out of school’. Come the end of the visit, he was telling me which STEM careers he was interested in, and how the event changed his perceptions about STEM!

“It opened all the pupils’ eyes to the wider range of STEM jobs rather than just a scientist or an engineer.”

Careers Hive is supported by a range of funders, please see below for a full list for 2023. Edinburgh Science Learning projects reach around 35,000 people every year.

Mark your calendars:

Careers Hive is back in 2024 at the National Museum of Scotland for schools between Monday 28 October and Friday 1 November with the Public Open Day on Saturday, 2 November.

If your school is interested in attending in 2024, please contact:

careershive@scifest.co.uk.

Art UK launches free visual literacy programme for every primary school

NATIONAL charity, Art UK, has launched a free programme, The Superpower of Looking®, to equip young people with the visual literacy skills that have become essential to successfully navigate the modern, image-saturated world.   

In the UK, it is estimated that young adults have a combined total of approximately 10 million photographs on their smartphones. Additionally, recent analysis found that by 2030 there will be 382 billion images on Google Images.

Against this expansive backdrop of our increasingly visual world and the rapid developments of AI, it is vital that young people are empowered to fully embrace the opportunities of digital advancements of the evolving world around them and the future advancement still to come.  

An evidence-based programme, The Superpower of Looking accelerates curriculum development by providing free resources that empower students to critically observe, analyse, question and interpret images and communicate with confidence.

This includes bespoke films, full lesson resources, teacher training videos, a lesson toolkit and access to Art UK’s digital database of artworks, which includes more than 300,000 pieces of work by more than 500,000 artists across more than 3,400 British institutions.  

This launch follows the completion of two successful pilots in partnership with 70 schools in England and Scotland which found that The Superpower of Looking:   

  • Increases pupils’ confidence  
  • Improves visual literacy skills across all assessed areas, including understanding new concepts, substantiating points with evidence during peer discussions, critical thinking and more  
  • Achieves high pupil engagement with lesson materials  
  • Increases pupils’ interest in cultural education spaces.  

Additionally, 95 per cent of teachers that participated in the pilots reported feeling confident incorporating the resources into their classes and 92 per cent said they would recommend the programme to their peers.  

Adele Darlington, EYFS Teacher and Art Lead at Leighfield Primary School, said: “The Superpower of Looking brings art to life in the classroom, for both students and their teachers. I’ve seen how the programme inspired my pupils to stop and look at the world around them through a more critical lens and with deeper focus, and have seen them carry this into other areas of their learning.  

“Watching my pupils’ enthusiasm in the classroom grow after The Superpower of Looking lessons has been inspiring. For children who may never have engaged with arts and culture or been to visit a gallery before, it’s been a genuinely transformative experience.”  

Katie Leonard, Head of Learning at Art UK, said: “At a time when digital mediums and imagery play an increasingly important and influential role, it is vital that we are empowering young people with the knowledge, confidence and skills to successfully navigate the world around them.  

“By launching The Superpower of Looking today, we are making more than 300,000 works of art from more than 3,400 British institutions available to young people across the country.

“It is our hope that by doing so, this programme will help embed visual literacy in the primary curriculum and make art an integral and accessible part of every primary school classroom in the UK.”  

The Superpower of Looking is supported by Freelands Foundation. For more information about The Superpower of Looking and to sign up to the programme, please visit: artuk.org/learn/the-superpower-of-looking.