Category: Early Level

December 13, 2021

Social Studies Updates and Support from Education Scotland

The following information, resource links and opportunities were shared at the latest National Social studies network meeting by Senior Education Officer Lynne Robertson, Education Scotland.

There are new national Social Studies Microsoft Teams where practitioners and senior leaders can keep up to date with all developments & opportunities, including professional learning. The primary Team code is 8wgkwpp and the secondary Team code is1zy7b8q
A wide range of teaching support resources for social studies are available from Glow Social Studies Network (#socialstudies ) – Resources (sharepoint.com). (Glow login req’d)
A Social Studies Skills Progression Framework has been created here. It is a support document which complements the social studies Experiences and Outcomes and the Benchmarks, and is in line with the Principles and Practice document. The following extract explains its purpose and the image below shows how it is structured. “Practitioners should plan learning, teaching and assessment using the Experiences and Outcomes.
Social studies is a content heavy subject area, and the ability to learn content is important. However it would not be best practice for a similar content area to be taught repeatedly during the broad general education to gauge the progress of learners. Therefore teachers cannot signpost the next steps for a learner by referring simply to content.
Social studies also has various gaps in the experiences and outcomes, across early to fourth level. As a result it can be difficult for teachers to assess the progress of children and young people.
The purpose of this support document is to guide practitioners in evaluating the progress of children and young people in how skills can be developed from early to fourth level. The skills in the tables below have been identified from the Es and Os and benchmarks. Where that skill is not mentioned in one or more of the five levels across the broad general education, the gap has been filled to enable progression to occur from each level to the next for each skill.”
A full list of social studies resource links is available here . A summary of BGE @ GU Social studies resources produced by teachers in partnership with Glasgow University can be found here and includes:
- People of Medieval Scotland (30 resources)
- The Vikings in Scotland
- History of Weather
- Homes in High Places
- Alfred Nobel and the Peace Prize

5. Statistics showing the number of pupils participating in NQ 5 and Higher grades were shared – see below.

October 4, 2019

Laurieston Primary School Develops Pupil Voice within School Improvement Processes

In May 2019, Beverley Keith, head teacher at Laurieston PS and Yvonne McBlain, curriculum support officer, met to explore how to meaningfully involve staff, pupils, parents and the local community in the school’s review of its curriculum rationale and development. Beverley and Yvonne outlined a proposal which aimed to:

Develop pupil understanding of the curriculum (so that they have a more informed voice in its development)
Provide opportunities for pupil, staff, parent and other stakeholder reflection on what a Laurieston School curriculum should provide
Ensure that all voices in our school and community shape and inform our curriculum
Explore links and ways to connect or streamline our curriculum
Build on good practice in teaching and learning

This proposal was shared with staff alongside a suggested schedule for pupil and staff involvement. These were examined during an August inset afternoon where staff also explored the latest advice regarding the curriculum and self-evaluated what was working well and what they wanted to do to improve their curriculum. Yvonne set up a Microsoft Teams area within Glow so that staff could collate this evidence relating to HGIOS QI 2.2 Curriculum and make it easy for them to access (we noted that this would also cut down on workload and paperwork when preparing for VSE or HMIE).

Staff were enthusiastic about involving their other stakeholders in their curriculum rationale review process and used a collegiate session to explore how other schools were using HGIOURS (Education Scotland 2018) for this purpose. Yvonne shared developments at Avonbridge PS and Shieldhill PS and staff agreed that they wanted to adapt the HGIOURS toolkit Yvonne created for use in enabling pupils to shape their curriculum (click here to find out more about this toolkit). Laura Gavin, senior early years officer, and Claire Thompson, primary 6 class teacher volunteered to lead this process with the new pupil council appointed by their pupils. Sixteen pupils representing every class in the school and nursery met in early September to engage with the toolkit and begin their evaluation of their Laurieston curriculum.

Laura and Claire met regularly with pupils over the next month to support them in exploring how they could address the areas for development they had identified. They were very interested to hear how Shieldhill PS pupils were doing this in their school so invited them for a visit. On 23rd September four pupils from Shieldhill PS shared their process with Laurieston’s pupil council members (read more about this by clicking here). When asked how this helped pupils said:

“It’s been a great visit cos we get their ideas and maybe we can change them a wee bit.”

“We’ve been taught stuff we didn’t know… like about that Glow stuff.”

“I like how everything was unique to them.”

“I like having someone else’s input and opinion.”

Laura and Claire also valued the opportunity to hear what the pupils had done and were extremely impressed by how confident they were in answering questions (with no initial preparation) sharing their process and skills. The Laurieston PS pupils seemed particularly interested in the idea of hosting a school assembly and using the toolkit in some way to gather all pupil voices. Just before they left Shieldhill pupils said they had also benefited from the visit and would value “another catch up – maybe you could come to us?”

Laura, Claire and Yvonne discussed next steps when the children went back to class. Laura and Claire decided to work with their pupil council members the following week to support them in pulling together next steps and exploring whether and how the original schedule was still appropriate in the light of the progress and ideas put forward by their children. Yvonne is on standby if needed and is excited to see what happens next…

October 2, 2019

Developing Pupil Voice and Participation at Shieldhill Primary School

In May 2019, Robyn Wisbey, head teacher at Shieldhill PS & Yvonne McBlain, curriculum support officer, met to discuss recent developments and ideas around How Good is Our School part 2 (2018). Robyn had been developing children’s involvement in her schools’ self-evaluation processes and was interested to hear how the HGIOURS toolkit Yvonne created had been adapted and used by colleagues at Avonbridge PS.

In order to develop pupil voice and participation, Yvonne, Robyn, and Belinda Tomasik, depute head teacher, agreed that primary 6 pupils at Shieldhill could be offered the opportunity to start and lead this new self-evaluation process in their school. If this worked well, in session 2019-20, these pupils would be ready and able primary 7 leaders for school self-evaluation alongside more traditional routine processes.

Yvonne, Belinda and colleagues in school used the HGIOURS toolkit with primary 6 pupils to gather their evaluation and displayed pupil analysis of the 5 themes. The adults explained the purpose of HGIOURS part 2 and how it was co-created with Scottish children and young people. Pupils were asked to consider how they could lead a process in their school which would enable every child to share what they thought their school was good at or needed to do better. Click here to view their initial ideas.

At that point, Jan Archibald took over as primary 6 class teacher and supported the children in developing and taking their ideas forward. She encouraged their creativity and problem solving as well as the digital and literacy skills they used to create pupil-friendly versions of their questions and video explanations for younger pupils. Pupils were encouraged to solve any problems which occurred with as little adult intervention as possible. At each stage in this process all adults took care to make explicit the skills being developed and applied by pupils. These included: working with others, time management, digital skills, drafting and paraphrasing. Pupils needed support with their organisation and planning skills , and Yvonne prompted their thinking by asking questions to help them identify and sequence the tasks required to bring their ideas to fruition. Yvonne, Jan and Belinda observed that not all pupils were equally engaged with or interested in leading the involvement of their fellow pupils or managing their self-evaluation process. In consultation with Robyn, it was agreed that pupils could decide whether they wanted to continue with their HGIOURS role. By the time pupils moved into primary 7 and Isla Dyer took over as their teacher, a team of 14 children had volunteered to drive this work forward.

At an early stage in the process Belinda and Yvonne set up and populated a Microsoft Teams area for our HGIOURS group to ease communication and to store files so that everyone could see and work on these. The pupils used this platform very effectively, and Yvonne and Belinda found it really valuable for collaborative working. Yvonne in particular was able to stay in touch with developments remotely from her base in Camelon Education Centre – offering feedback and praise for the preparations pupils were making.

High praise was due to the pupils when they scripted, prepared and led a school assembly to share their self-evaluation task/purpose and alert fellow pupils to their upcoming visits. (Pupil presentation slides provided above & right) They have interpreted HGIOURS Features of Effective Practice for younger pupils and adapted and prepared a Microsoft Forms survey version for use across certain school stages.

Pupils have consulted with nursery staff to explore how best to involve the youngest children in their school. In addition, on 23rd September, a team of 4 pupils were invited by pupil council members at Laurieston PS to share their progress so far. Nathan, Eilidh, Ella and Hannah seriously impressed Laurieston pupils and staff with their confidence, their knowledge and their ability to share and explain their process with such clarity. Watch this space for further developments…

October 2, 2019

Supporting pupil voice & participation using How Good is OUR School

Pupils in Falkirk Children’s Services schools are beginning to use How Good is OUR School (Education Scotland 2018) to contribute to the self-evaluation and improvement of their schools. Senior leaders and practitioners are using the Features of Effective Practice (see example below) to support children and young people in their consideration of what their school does well, or needs to do better.

In February 2019, Yvonne McBlain, curriculum support officer, worked with colleagues in Avonbridge PS to create a pupil toolkit using elements of HGIOURS. They designed tools and a process which would enable every child in their school to add their voice to a collective self-evaluation/review process. The picture below shows the pro forma developed, and readers can click here to see the Features of Effective practice for theme 1 – Our Relationships. These are parts of a toolkit created to enable pupils to engage meaningfully in school self-evaluation, so that they can play a genuine role in identifying and shaping the school improvement agenda alongside staff, parents and partners. Click here to view the Power Point presentation used to help pupils at Avonbridge PS understand and take part in this opportunity to make their voices heard.

Jacqueline McLaughlin, head teacher at Antonine PS then used the HGIOURS toolkit with pupils in her school to inform and shape school improvement. In September 2019 her pupil council used the kit to help them prepare for and involve their parent council too. Jonathan Crawford, acting depute headteacher is also making use of the kit with pupil council members at Wallacestone PS. In each case, the kit is acting as a mediation tool to make the process accessible and meaningful to the pupils involved.

In May 2019 Robyn Wisbey, head teacher at Shieldhill PS and her depute Belinda Tomasik asked Yvonne to work with their primary 6 pupils and their teacher to explore how the toolkit could develop genuine and sustainable pupil-led self-evaluation and improvement processes across their school and community. Read about how this work is developing by clicking here.

In August 2019, Beverley Keith, head teacher at Laurieston PS and her staff began their refresh and review of their curriculum with Yvonne during their August inset day. Click here to read how Claire Thompson, class teacher and Laura Gavin, senior early years officer are supporting their pupil council in using HGIOURS to ensure that pupil voice also informs their curriculum.

All of these developments naturally support schools and pupils with HGIOS 4 Leadership and Management – particularly QI 1.1 Self-evaluation for self-improvement and QI 1.2 Leadership of Learning – children and young people leading learning. As a result of the leadership opportunities provided through their engagement with HGIOURS school at these schools, pupil participation has very obviously impacted on pupil skills for learning life and work, and on their confidence, leadership and self-esteem. They have an increased sense of their own capacity to make a difference in their school and are totally committed to ensuring other pupils in their school have their voices heard too.

In addition, this work helps these schools address Aspects for improvement from the Thematic Inspection of Empowerment for Parent and Pupil Participation (Education Scotland 2019) :

Continue to increase children’s and young people’s opportunities to lead their own learning and contribute to school improvement.
Involve pupils, parents and partners more in curriculum design and evaluating the impact of curriculum change.

April 26, 2016

Curriculum Development at Hallglen PS

On 19th April, Yvonne McBlain popped back to gather staff feedback on their curriculum development so far at Hallglen Primary School. 10 staff members were kind enough to give their time and views during this informal evaluation activity. You can read more about Hallglen’s curriculum development process here.

Staff described the following impact:

Increased knowledge of the curriculum – specifically their ability to interpret the skills, knowledge and understanding built into the experiences and outcomes. This has helped them to build their curriculum more effectively, and enabled better planning.
Although they didn’t realise it at the time, they were moderating their teaching and learning in various ways – through collegiate discussion, learning walks, and then joint planning with stage and level partners. This has helped integrate moderation and collegiality naturally, and contributed to a positive ethos and culture of sharing good practice and ongoing self-evaluation.
Have a powerful understanding of progression – know which E & Os needed to be consistently progressed, and which ones could be done less often.
Topics in school have changed radically and are much more relevant and responsive to pupil needs. Everyone in school has an overview of which contexts are being used – not just for their own stage or level. This has enabled more powerful and effective transition between stages, and teachers feel confident and clear about what they have to teach and why.There is greater consistency across the school – they have a shared language, u nderstanding and vision for their curriculum
Learning walks, peer moderation and observation visits are all more purposeful and help staff evaluate their progress together.
Next steps in curriculum development are therefore clearer to all, but staff are looking forward to their formal, whole school collegiate evaluation of the changes made this session.
There is the facility to offer pupils flexible and responsive progression pathways across the curriculum

One of the new developments staff have worked on this session, is pupil understanding of the curriculum. This was felt to be a valuable way to increase attainment and pupil participation, and teachers developed specific learning experiences for their classes. Staff can see ways in which these lessons can be made more meaningful and appropriate to age and stage, and further development of these lessons will be done, but already the following impact has been observed:

Children can have a genuine input into planning their learning.
They now quite naturally reflect upon and evaluate their learning in action during a project as well as at the end.
Pupils have the vocabulary and language to comment effectively on their learning.
The curriculum lessons have “made the penny drop” for a number of pupils – they can better understand the purpose and structure of the learning they need.
Pupils have a better appreciation of what learning is and what they need to do to help themselves learn.
They are now getting to know their curriculum and can see and comment on links across the curriculum. (Staff are therefore tackling the very challenging job of developing pupil understanding of interdisciplinary learning.)
Pupils have the confidence to make respectful suggestions about how the teaching they receive could better meet their needs.
They are better motivated and engaged by their learning.
They think more deeply about their learning and can talk about it fluently.

The need for a pupil curriculum understanding lesson was discussed at the last inset day and staff agreed to teach their lessons at the same time in the session. A general lesson was provided which each staff member adapted for their class if they wanted to. Stacey Walker, Kara-Anne Kelly and Louise McGlynn all talked enthusiastically about what they did, why they did it, and what the outcomes were. Stacey, Kara-Ann and Laura Hurren then gathered the photos of work and displays shared in this post. Click here to listen to their description of this work. Yvonne would like to thank everyone involved for their time, especially Stacey, Kara-Anne and Laura for taking the time to record these files.

June 5, 2015

Falkirk Learning for Sustainability Showcase Had a “Great Buzz”

Our first Falkirk Learning to Achieve Showcase took place on 4th June between 4-5.30pm at Camelon Education Centre. 64 practitioners came along to get ideas, or to share work they had done with pupils relating to the themes in the Learning for Sustainability word cloud (top left).

17 pupils from St Bernadette’s RC PS, St Francis Xavier’s RC PS, Deanburn PS, Larbert HS & Stenhousemuir PS – stole the show with their enthusiastic and passionate explanations of their work. They very naturally demonstrated that they were confident individuals, successful learners, effective contributors and responsible citizens. Ellie Williams, a pupil from Bo’ness Academy, held the room spellbound with her performance of her own song “Train Track” then “Ae Fond Kiss”. Her music and lyrics powerfully communicated her feelings about her own community and were so evocative when combined with her beautiful, note-perfect singing.

Anthony Hutcheson, Development Officer for Learning for Sustainability, Education Scotland opened the event with a brilliant, concise presentation of what LfS is all about. He really set the scene for the event and has been a great support for our LfS mobilisation team (Jane Jackson ,Yvonne McBlain, Megan Farr & Tony Bragg) and our emerging Falkirk Learning for Sustainability network.

During the short formal part of the event programme we were delighted to celebrate the achievements of 7 teachers who have gained Professional Recognition from GTCS for their Global Storyline development work. Kim McAuley, Global Education Advisor with the West of Scotland Development Education Centre (WOSDEC) kindly presented the following teachers with their certificates Liz Stephen & Laura Beattie (Deanburn PS), Heather Nicol (Carron PS), Holly Keenan (Bonnybridge PS), Brenda Bennie & Gemma Douglas (Kinnaird PS), Jennifer Main (Wallacestone PS). Our education service is proud to recognise this achievement, and it was great that the audience attending were able to help us celebrate their contribution in a public way.

Jane Jackson linked the content of Anthony’s presentation really well to set the scene for Ellie’s performance and then the mingling and sharing of good practice began.

17 establishments were represented at the event: Mariner Support Service, Kinnaird PS, Rannoch Nursery, Bonnybridge PS, Deanburn PS, St Francis Xavier’s RC PS nursery class and their SCIAF project, Stenhousemuir PS, Larbert HS, St Bernadette’s RC PS, Carrongrange School, Larbert Village PS, Wallacestone PS, Slammanan PS, Limerigg PS, Denny HS, Airth PS and Grangemouth HS. Our own Learning Resource Service took over room 13 and turned it into a wonderful cornucopia of resources useful for supporting teaching and learning around Learning for Sustainability – as always, these were beautifully presented and selected. Visitors could circulate from this room, via the sustainably decorated improvised café (where consultation on LfS in Falkirk could be left, and leaflets could be picked up) into the main market place, then into the foyer where all of the stalls and displays were set up.

The event was made even more valuable by the participation of a number of organisations who support teaching and learning through Learning for Sustainability, and/or can provide professional learning for practitioners. These included Communities along the Carron (CATCA), Scottish Development Education Centre (SCOTDEC), Project Trust, the British Red Cross, and Grounds for Learning. The John Muir Trust, and Traidcraft were kind enough to send in leaflets and materials for distribution at the event. Yvonne McBlain and Jane Jackson would like to thank everyone involved for their enthusiastic participation, and for creating that lovely BUZZ.

May 13, 2015

Sign up for the Falkirk Learning for Sustainability Showcase!

Falkirk Council Education Services will hold a Learning for Sustainability Showcase event in Camelon Education Centre on 4th June between 4-5.30pm.

Jane Jackson and Yvonne McBlain are working with colleagues in schools and in the Service Support and Improvement team to make the programme for the event as rich as possible.

So far, we know that Scotdec will be there to share the professional learning they can offer and lots of wonderful resources teachers can use with their pupils. We are thrilled that Anthony Hutcheson, development officer from Education Scotland will welcome everyone AND will be sharing the new LfS professional learning area in Glow. Organisations like Opal, the John Muir Trust, Royal Highland Education Trust are all coming along to share how they can contribute to learning for pupils and for staff. CATCA will be there, and members of the Outdoor Learning Network will show how they have developed learning outwith the classroom. Wosdec will also attend to help us celebrate the achievements of teachers and pupils taking part in the Global Storyline training programme.

We know that Falkirk teachers and early years officers use the Learning for Sustainability theme across many areas of the curriculum and are pleased to have a growing number of applications to share this work at the showcase. We know there is lots more good practice out there though so please click here for an application form and instructions if you would like to share your work too. The word cloud above shows just how diverse Learning for Sustainability is, and with your help, we are keen to show as wide a range of work as possible.

Don’t worry if you don’t have anything to share this year at this event – you can always sign up using code LfS1 in CPD Manager. We would love to see you there to help build a strong and appreciative audience at the event. The more, the merrier – we look forward to seeing you on the 4th June!

March 18, 2015

Connecting the Learning at St Bernadette’s PS

Yvonne McBlain, curriculum support officer with Falkirk Council, enjoyed hearing how Cathy Quinn and staff colleagues at St Bernadette’s RC PS are developing pupil awareness of their learning across the curriculum. Over the last two school sessions, Yvonne has worked with staff to explore whether pupils understand what the curriculum actually is. Read more about the initial enquiry project by clicking here.

Staff have devised learning experiences which develop pupil understanding of the subjects within the curriculum, and piloted these during “Focus Weeks” so that children could :

consider how the knowledge and skill in one curricular area links with knowledge and skills in other curricular areas; make connections in their learning
identify their strengths and development needs and know what they should do to improve.
connect their learning in school to the skills they will need for learning, life and work

All school staff are therefore beginning to build a toolkit and simple processes which should help pupils and staff to track progression of learning across the four capacities and the four contexts for learning. Yvonne and Cathy agreed that other schools will be working towards this also, and would be glad to hear from anyone wishing to collaborate and explore further – yvonne.mcblain@falkirk.gov.uk or catherine.quinn@falkirk.gov.uk

The photo above shows the characters which John Cloherty, principal teacher, primary 6/7 pupils created. They are: Robbie the responsible citizen, Elizabeth the effective contributor, Sam the successful learner, and Carly the confident individual. John and his class felt that using a storyline approach and having characters would help even the youngest children in their school understand what the 4 capacities actually mean.

Teachers in St Bernadette’s PS are following up on Yvonne’s initial work to build pupil understanding of the curriculum by designing new learning experiences suitable for their pupils in every stage. The photo on the left shows John’s simple but effective method. His pupils have made a simple curriculum subject display on their class room window. They have subdivided each curriculum area into its subjects and its organisers. At relevant points during their learning, they can then look at the display to help them discuss and understand how their learning is connected.

February 5, 2015

Developing an online collaborative classroom with Microsoft Office 365 in Glow

Malcolm Wilson, ICT Curriculum Development Officer within the Curriculum Support team of Service and School Improvement, Falkirk Council Education Services led sessions with all teaching staff at Nethermains Primary School, Antonine Primary School, Carmuirs Primary School, Bonnybridge Primary School, Shieldhill Primary School, Denny Primary School, St Joseph’s Primary School and St Patrick’s Primary School on developing an online collaborative classroom with Microsoft Office 365 in Glow.

Office 365 in Glow

These sessions led staff through an exploration of various features within Office 365, including class sites created within SharePoint as part of Microsoft Office 365 (which is accessed via their Glow username), as well as the Falkirk Council local authority site and a site within the national site which provided exemplars of pupil engagement activities.

Task Workflow – easy, secure sharing of pupil work with their teacher

Each Glow user (pupils and staff) has an Outlook email account as part of the Microsoft Office 365 account included in Glow where each user has 50GB storage, and each email can have attachments up to 25MB, and their own secure cloud storage (each user has unlimited storage in this OneDrive). So staff were shown (and carried out this themselves) how a task can be set by a teacher (perhaps using the discussion webpart in their class site) and each individual pupil can then create their response in their own OneDrive using Word Online (so Word does not need installed on any device), and then they can share it with their teacher (just by clicking on “Share” within the document, adding the teacher’s Glow username and clicking “share” to automatically both send it by email to the teacher, and making it available in the “Documents shared with me” part of the teacher’s OneDrive for easy access).

The teacher, with whom the pupil’s document has been shared, can then either edit the document in Word Online or simply click on “Insert” in the edit menu to add comments at appropriate parts in the pupil’s document, to provide feedback, encouragement and suggestions for change. All of this is able to be seen by the pupil instantly the changes or comments have been added.

Collaborative Document

Staff were shown how they could open a Word Online document in Office 365 in Glow to be editable by as many users as they chose, opening the possibility for groups of pupils to collaborate on the same document online all at the same time from their own computers, or mobile devices – staff trying this out could see that they could all view the same document being edited in front of their eyes with different coloured flags appearing on screen to show who was editing the different parts of the document.

Class Shared Resources

All classes have their own online space within Office 365 in Glow. A class space includes, by default, a discussion app (which provides the facility for pupils sharing their work with the teacher who has set the task, and for asking questions in a controlled class environment, peer to peer or teacher-pupil in the confines of a private class area); weblink sharing; a document store (where documents were created using Microsoft Word Online as part of Office 365, meaning that the document can be created online without need for the software to be installed on the PC or mobile device); and a picture gallery. Further apps can be added to these class spaces (so some include a class calendar, or media-specific gallery for uploading videos or audio recordings), and each page is easily editable by the class teacher. In most cases class sites are set up so that pupils can only add to the discussion area (though this can be changed by staff should they so wish), whereas staff can add and edit throughout the class site.

Collaboration via Video-Conferencing

Staff were shown that Glow includes two options for staff to use video-conferencing between classes or between schools.

These are the Office 365 Lync tool (which works like Skype, with which many are already familiar), set up as simply as adding an entry in the online calendar, inviting collaborators by adding their username, ticking the box to add an online meeting, and then clicking the share button to send an invitation via email to all invited to take part in the video-conferencing meeting. Currently this is only available to staff users.

The second option is Adobe Connect which provides more options for varying access permissions for different users, so that some may be able to present a Powerpoint presentation, others may be able to talk via microphone, or some may only be able to view the content and video (interacting via chat text messaging).

Access via Mobile Device

All parts of Glow can be accessed via a mobile device either via the mobile device browser or via different apps for each tool, including Office Mobile (in order to be able to edit Word or Powerpoint for example) and OneDrive for Business (the ordinary OneDrive app is for the likes of a personal Hotmail account).

Setting alerts for changes

Staff were shown how to set an alert in their class site so that they get sent a message whenever anything gets added or changed in their site. They were shown how to click onto their own MySite in Office 365 to access a page where they can see all of the sites they want to get to quickly (both within and outwith Glow), the contacts in Glow, the documents they store in their OneDrive and more.

Online Pupil Engagement Activities

They also had a look at the national Glow Winter Challenges site in which pupils have a host of activities which they can complete in order to gain points and online badges – which can be used right away with pupils, or provide ideas for teachers to adapt for use in their own class sites.

Glow provide access to hosts of resources with just one username and password

Glow provides access to many online resources which are provided with their Glow account, including, for example, TigTag Science videos and teaching materials matched to Curriculum for Excellence Science at all levels, Scran (enormous digital archive of videos and images with associated information), film archives and several other subject-specific and cross-curricular resources.

Resources to support Staff in Using Glow

Staff can click on the following link to access support material for using Glow: http://tinyurl.com/l5zmeqw (Glow login required – access restricted to staff); as well as at the national Glow Connect site: http://connect.glowscotland.org.uk/