The Apple Teacher Programme, a free professional learning programme that supports educators by training them how to make best use of Apple’s extensive digital learning resources, has received a special endorsement from Education Scotland recommending it to schools and teachers across the country.
With digital learning now becoming a core element of mainstream education and schools investing in iPad deployments to support teaching programmes, the number of educators who have gained Apple Teacher accreditation since February 2020 has increased by 36% in the UK and the number of registrations to begin the programme has increased by 25%.
A number of local authorities across Scotland are investing in iPad deployments to support their teaching programmes including Glasgow City Council, Scottish Borders Council and Edinburgh City Council.
The Apple Teacher Programme provides educators with access to the Apple Teacher Learning Centre where teachers can build skills at their own pace, learn how to use apple apps and products effectively within the classroom, as well as providing new teaching ideas.
The endorsement from Education Scotland recognises the positive impact of the programme across schools in Scotland, allowing educators to inspire creativity across a wide range of subjects, and further engage and motivate pupils.
Gillian Hamilton, Strategic Director at Education Scotland, said:“We are delighted to endorse the Apple Teacher Programme, and recognise the benefits that this presents to educators across early years, primary and secondary settings.
“This will ultimately help to enrich learning experiences by supporting educators to expand their professional learning, knowledge, skills and understanding.”
Mary Gunn, Digital Leader of Learning at Holyrood Secondary School in Glasgow is an accredited Apple Teacher. She said: “The Apple Teacher training programme gives you the insight you need to understand the device, and ensures you get the most out of it.
“It’s focused on showing you how iPads can be used to support your lesson delivery, not just on how to work the technology, and it helps you effectively integrate digital learning into the curriculum.”
To find out more about Apple’s teacher resourced and the Apple Teacher Programme visit www.apple.com/uk/education.
Parents and carers should wear masks when collecting school kids
Guidance on school safety has been updated to take account of public health advice and Scotland’s new approach to suppressing coronavirus (COVID-19).
The guidance, which outlines additional protection measures at all five levels in the Strategic Framework, comes into force on Monday 2 November.
Across all levels, face coverings should be worn by adults at all times where they cannot keep two metres from other adults and/or children and young people in primary and secondary schools (with some exceptions in P1-2). Face coverings should also be worn by parents and other visitors to any school site (whether entering the building or otherwise), including parents at drop-off and pick-up.
In local authority areas in Levels 3 and 4, pupils in the senior phase – S4-6 – and their teachers should wear face coverings in classrooms, as well as when they are moving around the school and in communal areas.
Guidance for school staff and pupils at the highest clinical risk (shielding) has also been updated.
Deputy First Minister John Swinney said: “Keeping schools open remains our priority but that can only be the case if schools are safe. There have been tremendous efforts applied by staff and pupils to ensure this is the case and I thank them all for their efforts.
“We constantly review the guidance on school opening along with our local authority partners, trades unions, parental representatives and other stakeholders to ensure we are taking all the necessary measures to ensure our schools are safe.
“This strengthened guidance, produced in light of updated scientific and health advice, adds to the health mitigations that have been in place since schools opened in August.
“From Monday, there will be increased use of face coverings and new advice to help protect those in the shielding category.
“It is vital that all the measures are followed rigorously in schools. Doing that – together with the collective efforts of all of us across wider society – will help to ensure that schools can safely remain open.
“None of the levels in the framework require any automatic move to school closures or blended learning. However, no one can predict what the coming weeks and months will bring. Remote learning remains an important contingency for schools at all levels of the strategic framework and there has been considerable progress made in the provision of remote learning, should that be required.”
The updated guidance includes:
At Level 3
parents or guardians should discuss with their GP or clinician whether children with the highest clinical risk should attend school
employers should ensure that individual risk assessments for school staff members with the highest clinical risk are in place and updated appropriately, and staff should speak to their employer to ensure all appropriate protections are in place. If protections cannot be put in place, they can discuss with their GP or clinician to see if a fit note may be appropriate
At Level 4
the current advice is that children on the shielding list should not attend school in person. However, we will look further at how we can use individualised risk assessments to maximise attendance for such children during Level 4 restrictions
the majority of workplaces can be made safe for staff. To ensure this remains the case, employers should ensure that individualised risk assessments for school staff members with the highest clinical risk are in place and updated appropriately, and staff should speak to their employer to ensure all appropriate protections are in place. To provide reassurance on this, the Chief Medical Officer will issue a letter similar to a fit note which can be used in the few cases where, following updating of risk assessments and discussions with employers, it is not possible to make a workplace safe for staff
greater levels of testing in response to COVID-19 outbreaks in schools may be recommended by the Incident Management Team
PE in school settings should only take place out of doors
Non-essential activities or clubs outside the usual school timetable should be paused. This does not include regulated childcare operating from school premises
Other changes in the guidance reflect updated advice from the COVID-19 Advisory Sub Group on Education and Children’s Issues. Members concluded that indoor PE may now be brought into line with advice outwith school settings, with appropriate safety measures in place. This does not apply to indoor PE in schools in Level 4 areas.
The EIS has issued its initial response to the new COVID-19 Guidance for Schools, published by the Scottish Government.
EIS General Secretary Larry Flanagan said: “The strengthening of the School Guidance in a number of areas is a reflection of the greater risk posed by higher levels of community infection.
“Whilst the EIS supports the stronger advice in areas such as the use of face coverings and the critical need for adequate ventilation, we remain dissatisfied with the lack of specification on social distancing between pupils, which is exhorted but remains impossible to achieve in full classrooms.”
Mr Flanagan added, “The proposed mitigations at Level 4, essentially face coverings for senior pupils, are inadequate. The EIS is clear that Level 4 should trigger an automatic consideration of moves towards blended or remote learning.
“Schools cannot stay open at any cost; the safety of pupils and staff has to be the priority, especially those with increased vulnerabilities. In the event of any Council area moving into Level 4, the EIS is likely to consult affected members directly on their views.”
Education Scotland wants to celebrate the fantastic work we know has taken place right across the country over the last few months – and we need your help!
The COVID-19 pandemic led to the sudden closure of school buildings and other learning sites. There were many examples of extraordinary work across the entire education system to support learners and communities.
For many learners, this was through distance and online platforms, with different forms of on-going contact with their teachers, childcare workers, youth workers, tutors and others. Of course, for children and young people, support from parents and carers continued to be key to their learning.
We’d like you to share your stories with us and we’ll use as many as we can to create a book of celebration to showcase the important work carried out by educators, learners, parents and communities at this unprecedented time.
Edinburgh Napier’s ground-breaking Get on Board programme has been honoured with a prestigious Collaborative Award for Teaching Excellence (CATE).
The programme – which places students with the boards of charities, voluntary organisations and public bodies, and gives them opportunities to network with professionals and help make decisions which impact their community – is one of 15 winning projects from universities across the UK.
The CATE awards, announced yesterday by Advance HE, the body dedicated to helping higher education shape its future, recognise collaborative work that has had a demonstrable impact on teaching and learning, highlighting the key role of teamwork.
Get on Board was established in 2015, with academics Miles Weaver and Jacqueline Brodie working with the University’s careers service to deliver an extra-curriculum programme to support employability of students and address the key Scottish national outcome of improving board diversity. The pilot project won a Herald HE Award for Enhancing Student Learning.
The programme’s development was supported by a student steering group called Young Trustees in Scotland led by Elena Pershina, who was a fourth year undergraduate at the time and President of Young Trustees in Scotland.
The Get on Board team later joined forces with RSM and Santander, and further organisations and universities became involved as the competency pathway was developed as an opportunity to bolster trustee skills among students in Scotland, each partner bringing their own capabilities, training and networking opportunities.
Dr Brodie, Associate Professor, Entrepreneurship and Innovation in Edinburgh Napier’s Business School, said: “The Get on Board team are honoured to be awarded an Advance HE CATE. It has been a privilege to empower students to make a positive difference in their communities and support the development of their employability and enterprise skills in the process.”
Alison Johns, Advance HE CEO, said: “I am sure I am joined by the entire sector in congratulating the 2020 CATE awardees. All of the winners should be extremely proud of their achievement.
“Their work epitomises the outstanding commitment to teaching in the UK higher education sector, which this year has been more demanding than ever before.”
The Collaborative Award for Teaching Excellence scheme was introduced in 2016, and is open to members of staff from all providers of higher education across the UK.
Robust safety measures, monitoring, testing and swift information sharing must all be in place in every school and college in Scotland in order to ensure that they can open their doors and keep them open whilst minimising the risk of a rise in COVID-19 transmission in the wider community, says teachers’ union NASUWT.
As schools and colleges prepare to reopen, the NASUWT-The Teachers’ Union is highlighting the need for robust systems of monitoring and enforcement to be in place in every local authority to ensure schools are taking all necessary steps to keep pupils and staff safe.
Teachers who are preparing for the full reopening of schools remain anxious that everything that can be done should be done to make sure that schools are Covid-safe.
The NASUWT is also calling for effective systems of information sharing from employers about local infection rates and clear protocols about the arrangements to be adopted by schools and colleges in the case of any local outbreaks or lockdowns.
While the Scottish Government says its test and protect system will be sufficient to protect school staff and pupils, the NASUWT is urging the introduction of regular, routine testing of all school staff and pupils in order to ensure cases are not missed, particularly given that children and young people are more likely to be asymptomatic for COVID-19
Dr Patrick Roach, General Secretary of the NASUWT-The Teachers’ Union, said: “While the vast majority of schools and colleges are doing everything they can to minimise the risks to staff and pupils when they reopen, it will be important to ensure that where appropriate safety measures are not fully in place, plans to reopen any individual school are paused to enable the necessary safety measures to be put into place.
“Teachers and other staff working in schools want to be assured that when they return to the workplace they will be afforded the same level of protection as staff in other occupations and workplaces.
“The Government and employers need to demonstrate that schools are ready to reopen safely and must not leave the safety of children, teachers and the general public to chance.
“Regular inspections of schools and colleges and public health communications to all staff, parents and in the wider community will be vital to guard against the risk over time that fatigue or complacency over safety could result in new outbreaks of the virus.
“It is important to remember that we remain in a public health emergency and the Scottish Government and employers must do everything they can to ensure that reopening schools does not lead to an increase in cases of COVID-19.
“This is why routine, widespread, testing systems, coupled with effective information sharing measures are so important, along with the mitigation and safety measures schools and colleges are being asked to take.
“There is a fine balance involved in fully reopening schools and easing other lockdown measures whilst trying to keep the virus under control. Ministers and employers must ensure that health and safety remain the paramount priority and that schools proceed with caution to safeguard the health and safety of pupils and their staff.”
Jane Peckham, NASUWT National Official Scotland, said: “School leaders and staff have been working phenomenally hard in very difficult and uncertain circumstances to ensure that they can safely reopen and many pupils and staff are looking forward to returning to school and college.
“However, many also remain anxious about their health and welfare and the provision of routine COVID-19 testing in schools, along with monitoring systems to ensure the safety of staff and pupils, would go a long way to providing extra reassurance that all steps which can be taken to keep schools safe environment are in place.
“Staff and parents also need to be clear about what safety provisions are in place in the event of any school-based or local outbreaks of COVID-19.”
Teachers union the EIS has welcomed the clarity provided by the planned re-opening of Scotland’s schools in August but has highlighted that significant challenges remain over managing this effectively.
The EIS has consistently called for three conditions to be met before schools re-open: full test trace and isolate capacity to be established; a programme for implementing operationally in schools all public health advice e.g. physical distancing; and demonstrable evidence that the virus is under control e.g. a lower R figure and steady reductions in new cases.
These remain the yardsticks which must be applied.
EIS General Secretary Larry Flanagan said, “The COVID-19 crisis has had a significant impact on schools, pupils and teachers over the past months.
“Our members will welcome the clarity provided by the First Minister’s announcement today, and the clear statement that schools will not re-open until after the summer and only if health conditions allow.
“This will provide valuable time to allow schools to prepare for what will be a very different learning environment, with physical distancing requiring smaller class sizes and schools delivering a blended approach of part time in-school learning and part time remote learning for most pupils.”
Mr Flanagan added: “The EIS has worked constructively with the Scottish Government and with local authorities throughout this crisis and will continue to do so in the best interests of learners and teachers.
“There is a strong shared commitment to protecting the health and wellbeing of everyone in the school community. Delivering a new blended learning approach is potentially the biggest curriculum challenge of this century, however, and it will require significant commitment from all parties to make it work.”
Mr Flanagan referred to the initial analysis of a recent EIS survey, which more than 26,000 teachers across Scotland responded to, which highlights some of the challenges that schools continued to face.
93% of teachers believed that clarity over how teaching and learning will be delivered in the next academic year was crucial.
77% believed that there was a critical need for adequate time to prepare for the delivery of a more ‘blended’ approach to learning – an acute challenge if staff are also supporting remote learning and hub provision.
Teachers also warned of some of the challenges associated with home learning, particularly for those pupils from disadvantaged backgrounds.
The majority cited digital poverty as a barrier for pupils: 63% cited the lack of access to suitable technology and 57% the lack of internet access at home as issues creating barriers for pupils.
We are extremely saddened to learn that Hugh Mackenzie, former Headteacher of Craigroyston Community High School, has passed away after a short illness (write Craigroyston Community High School).
Hugh served as Headteacher from 1972-1993 and during that time, he was a true inspiration to both staff and pupils.
Hugh was determined to ensure that school was a place to nurture, care for and encourage the pupils as well as guiding them through their academic qualifications.
Hugh was a unique man who led Craigroyston on amazing journeys, always believing dreams could be achieved. Former pupils will undoubtedly have fond memories of the annual Craigie Field Trips around the UK as well as Craigie goes to Europe in 1992.
Our deepest condolences and thoughts go out to Hugh’s wife, Joyce as well as Callum, Kirsty and the grandchildren. You’ll be forever remembered, Mr Mackenzie – rest in peace.
Alex Wood, who taught at Craigroyston and has since returned as an adult educaton tutor, wrote of Hugh:
“I started at Craigroyston in August 1973. I could not have been directed to a better place to learn how to teach. Hugh MacKenzie, the headteacher, was inspiring, committed to comprehensive education, a believer that, given the right conditions, everyone could learn.
“He occasionally wore a suit – made of blue denim. A shirt and tie were for special occasions, but a polo-neck sweater and CND badge were more normal. We learned quickly and we learned well. We reinvented the curriculum for that new age as we went along. The committed, the imaginative and the humorous survived. Fortunately, I was one of them.
“I would go onto have a friendship with Hugh long after my time at Craigroyston, a friendship that continued up until his sudden passing. Hugh’s passions were golf, jazz & rugby & I could write a book about the stories he has told me & the ones I’ve learnt over the years from his friends, colleagues & family.”
The Tes Schools Awards, celebrates the extraordinary commitment, quality and innovation shown by teachers and school staff across the UK.
Tes would like to hear about the teachers and teams within your school who are raising the standards of education and making a positive impact on the personal and academic success of students and the wider community.
The awards have 18 categories, including primary school, secondary school, headteacher and healthy school.
Entry is free and open to state schools in the UK. Submit 500 words on why you deserve to win by midnightFriday 27 March 2020.
The list of this year’s categories is as follows:
Classroom support assistant of the year
English teacher or team of the year
Maths teacher or team of the year
Science, technology and engineering teacher or team of the year
The lessons being learned by Scotland’s student teachers will be put to the test as part of a new inquiry by Holyrood’s Education and Skills Committee.
