Aug 262015

ComPound Interest

Fat is an important nutrient in our diets, but there’s a lot of talk of different types of fats, and whether these types are beneficial or harmful to our health. These different fat classifications have their roots in chemistry – and chemistry can also help explain their effects. This graphic takes a look at the different classifications, their sources, and briefly about how they act in our body.

Aug 262015

UN_5Organised in conjunction with SCCYP (Scotland’s Commissioner for Children and Young People), The United Nations Committee on the Rights of the Child is sending a representative to Scotland to find out about young people’s lives in our country― and they’d like to hear your views.

If you’re under 18, you can use the hashtag #TellTheUN on Twitter to highlight your experiences – good or bad – of life in Scotland. You could also include what you think needs to happen to improve access to your rights. We’ll then send them to UN representative Amal Aldoseri ahead of her visit to Scotland on Thursday 3 September.

Topics which you might want to think about could include:

  • your school
  • your community
  • your experiences of health services
  • your family
  • your work.

thumbnail2If you don’t use Twitter you can forward questions to Amal by posting replies on the following Glow blog. Teachers and pupils will require a Glow login to do so.

1415208720655Amal will talk to children in a special Glow TV event from 9:30am to 10am on Thursday 3 September about the views and opinions she recieves. While she’ll be able to take some comments directly, it’s best that children’s views are submitted to us by Tuesday 1 September, so we can forward them to Amal in advance.

Email SCCYP the views of children you teach.

Sign your class up to see Amal on Glow.

Aug 242015






Food and drink offers an engaging and practical context for learning within Curriculum for Excellence and provides opportunities for interdisciplinary learning and for rich and meaningful partnerships between schools, the food and drink organisations and other partners such as academia and research organisations. This event aims to further explore these links and demonstrate to practitioners how to use food and drink as a context for delivering a range of subjects.

Recommended for: primary and secondary practitioners with responsibilities for sciences, technologies, food & health and business studies planning for learning and transition experiences from second level to senior phase.

For more information click Food Chain CLPL – Craibstone 17th September 2015 JULY 2015-1

Jun 082015

LfS wordcloud

During a number of recent events and presentations about learning for sustainability, I have displayed the above word cloud with the question “Where do we start?”. Different practitioners offer different responses. My response is to assure everyone that where you start is far less important than actually getting started and making the connections between the many exciting areas of this agenda.

Making connections is exactly what Ben Mali MacFadyen from Eco Drama has been doing throughout the Out to Play project. Working with children and teachers across Glasgow, Out to Play seeks to facilitate interaction with the natural world through quality artistic experiences, re-thinking traditional views of nature as merely ‘sites’ and ‘reserves’, noticing and appreciating nature on our doorstep. Eco-Drama

Sessions have been tailored to the unique surroundings of each school, and through imaginative play & adventurous learning, Out to Play aims to deepen young people’s connection to our natural world.

Ben’s blog offers a detailed and reflective account of the process thus far, providing some wonderful insights into the children’s learning. He has also shared a number of very practical ideas and approaches for engaging pupils in the outdoors.

For further information on Education Scotland support for outdoor learning, click here.

Jun 022015

Go to for topical, relevant learning! Has anyone seen the weather warnings and flood warnings that have been issued?

Why does it always rain on me (100 x 100)

Education Scotland’s go-to website for lesson ideas on severe weather and flooding.

Go to for ideas on taking climate change issues further with your class.



Jun 012015

Community resilience activities around Scotland:

Please see below for the latest information on what’s happening in education and resilience:

Glow meet Watch Again

An enthusiastic and inspiring nineteen year old organised a trip to Greenland with three friends last summer to record the impact of climate change on the landscape and on the people. He will be discussing the footage he took and the soundtrack he recorded.  This can all be found on Education Scotland’s Weather and Climate Change page.

I would be grateful if you could pass this information  on to any of your local schools who might be interested in this.

This summer he is planning a trip to the Himalayas where again he will be recording his findings and sharing with Education Scotland.  He is a very engaging and enthusiastic presenter and this will hopefully encourage discussion in classrooms about the effects of a changing climate.

Community Resilience Networking Event 5th June 2015 in the Menzies Hotel, Glasgow

Target audience: teachers, school managers, local authority education officers, community resilience officers, flood planners, emergency planning officers and civil contingency officers.

This event is free.  To book a place at this event please click on this link It is advisable to book early to avoid disappointment. For any questions about the event please contact:


Ready for Emergencies website update

This is a resource aimed at teachers to help them deliver community resilience themed lessons in the classroom.  What could you add?

We need photos, case studies and footage to really help bring the learning to life.  We’d be really grateful if you were able to add anything to the website, please let me know if you do. Many thanks for your help with this.

Local Authorities

Scottish Borders Council

Education Scotland visited Earlston High School at the start of May to observe a resilience themed day organised by S3 pupils, Principal Teacher of Guidance Scott Watson and Kevin Sewell Assistant Emergency Planning Officer– Photos taken by the press team  The Pupils from Earlston High School took part in a number of exercises to give them an insight into dealing with emergency situations.  The exercises were run by a number of outside agencies including Scottish Fire and Rescue Service, Borders Search and Rescue Unit, Salvation Army, Scottish Borders Council, British Red Cross and Police Scotland.

Highland Council

Education Scotland visited Safe Highlanders earlier this month.  It is an annual event that promotes community safety, health and crime prevention to pupils. Primary 7 pupils get their chance to experience a number of potentially hazardous situations and participate in a range of simulated practical exercises. It is organised by The Highland Council, High Life Highland, Police Scotland, Scottish Fire and Rescue Service, Scottish and Southern Energy, Scorrish Environment Protection Agency, British Red Cross, Institute of Safety and Health, and Fujitsu.

Perth and Kinross, Angus and Dundee Councils

There’s a similar event to Highland Council’s, called Safe Taysiders. It takes place over two weeks in May and is for P7 pupils in the Perth and Kinross, Angus and Dundee council areas. It involves a range of partners delivering hazard and safety advice.

Glasgow City Council

This is another website that has information on different cities and how they are resilient. Glasgow has recently become a part of this.

On this website you can search for other cities that have similar or different issues to Glasgow.

Essex Council

This council has a Developing Community Resilience Through Schools project.  This project aims to increase the resilience of schools to emergencies by providing national resources for schools to use: ‘What if? Molly and Ben go to the beach’ ‘What if? Molly and Ben are flooded…’ ‘What if? Molly and Ben have a power cut!’ ‘What if? The weather is bad…’
Please do get in touch!














May 282015

IS Tech at Work Special cover May 15Every aspect of the curriculum has a part to play in helping children and young people understand the world of work, the parts which they might play, and the contributions they might make to business, employment and the economy in their careers beyond school. Within that overall framework it is possible to see a unique role for the technologies, and the particular logic and clarity of a special relationship which the technologies can share with creative, productive working life in the 21st century.

Over a number of years, and through many different programmes and initiatives, national and local governments have recognised the importance of the technologies in supporting young people’s expanding awareness of careers and working life. For example, the Technical and Vocational Education Initiative (TVEI) invested £1bn in schools across the UK over a span of 10 years or so; and more recently the Scottish Government’s Determined to Succeed programme focused a further £100m on developing young people’s readiness for work, much of it supporting technological skills and knowledge.

Building Society: Young people’s experiences and outcomes in the technologies was launched on 9 March 2015.  It’s vision for leanign in, through and about the technologies, makes clear the improtance of cultivating strong links and associations with the progress being achieved in Developing Scotland’s Young Workforce, in the wake of the Wood Commision report an dthe Scottish Government’s response.

Technologies at Work highlights ideas, issues, projects and resources from across the learning and skills landscape.  It aims to help business and schools identify and make the most of the common objectives and synergies of the technologies and young workforce initiatives.  It makes connections between subject areas, between education and business sectors, and between the economy and learning.

Education Scotland, who commissioned this Informed Scotland Special, encourages partners on business and across education establishments to use the resource, recognising the important bridge th technologies provides between the communities of school and work.

Find the full version here






May 222015

Meldrum Academy in Aberdeenshire is being celebrated as an example of good practice for its approach Lesley meeting with Andrew Travis, Head Teacher, Anne Watson Principal Teacher of Health and Laura Anderson, our Probationer PE health and wellbeing which is driven by its young people.

The Health and Wellbeing Responsibility of All approach undertaken by staff, learners, parents and the local community at Meldrum has helped change young people’s understanding of health and wellbeing and contributed to 96% of learners leaving the school for a positive destination over the last three years.

Young people are involved in a number of groups and initiatives to help give them a greater voice within the school. They lead groups such as Meldrum Academy Action Group (MAAG) to discuss issues and influence the school’s approach to health and wellbeing so that it is relevant to them.

S1 – S3 pupils have become Respect Ambassadors who raise awareness of respect, equality, diversity and rights across the school community. The Pupil Support Scheme works with Pastoral Care staff to act as a peer support network for young people, while Health and Wellbeing Young Leaders were selected to drive forward improvements in health and wellbeing across the school each year.

The work at the school has been highlighted by Education Scotland as part of a research project looking at the benefits of embedding Health and Wellbeing Responsibility of All approach. To celebrate their achievements, the school received a visit from Lesley Brown, Strategic Director for Families, Inclusion and Local Authorities at Education Scotland. She said,

“It’s fantastic to see a school where there is such universal support for health and wellbeing, not just amongst staff and young people, but the wider community and collaborative partnerships that have been created from this approach.

“Integrating health and wellbeing experiences and outcomes across Curriculum for Excellence within the school has supported 96% of learners to go on to positive destinations, and this is testament to the hard work of everyone at the school that the approach was so successfully introduced and embedded, and is making a difference.”

Meldrum Academy head teacher Andrew Travis said: “Meldrum Academy has taken an holistic view of health and wellbeing that is based upon shared responsibility and decision making.

“Our very active students and committed staff are at the heart of what we have done. This powerful group, along with the extended school community and our partners, have worked together to identify the issues and then come up with creative solutions and this way of working has been key in producing improvements in health and wellbeing across the school.”

A number of key factors helps Meldrum Academy deliver Health and Wellbeing Responsibility of All. Distributive leadership gives staff and young people responsibility for leading on different aspects of the approach, and this encourages pupils to take ownership of health and wellbeing within the school.

Leaders and school staff ensure that time and commitment are given to embedding health and wellbeing into teaching plans to demonstrate their commitment to the concept to leaners. Partnership and collaborative working is also central to embedding health and wellbeing.

A copy of the Meldrum Academy Health and Wellbeing Responsibility of All in Secondary Schools case study is available on the Education Scotland website.

May 212015

Small - Like?A social media “Who Dunnit” for S1 classes – 4 friends + 4 phones = What could possibly go wrong?

This interactive drama, along with accompanying lesson materials for teachers, was produced by Forth Valley Health Board’s inTER-ACT team (with support from Falkirk Community Trust and Education Scotland) and was piloted with some pupils in Falkirk Council.

The ‘Who Dunnit’ drama centres around four actors playing the roles of S1 friends and their use of mobile phones and social media – “what could possibly go wrong!” The interactive drama (presented online as a series of soap-style dramas interspersed with audience responses) is imaginatively fluid to provide for the drama to unfold in different ways depending on the reactions and feedback from their audience. The whole package provides a powerful way to explore the issues around pupil use of mobile devices and social media.

Please visit the Like? page in Glow to download the classroom activities that you can complete prior to the event –

NB – This event is in two parts with the first part at 10am on Tuesday 26th May and the second session on the following day the 27th May 2015 again at 10am. Register to take part live in Glow TV.

May 142015


Registration is now live for a place on the Social Studies skills day at Luss and Loch Lomond Shores

To register, please sign up here:

Education Scotland has teamed up with Loch Lomond National Park to offer a second day of professional learning for Primary practitioners, to help improve confidence using Social Studies Skills in the outdoors.   

The day is for primary teachers only and there are 14 free places. A packed lunch will also be provided free of charge, but participants will need to make their own travel arrangements to and from Loch Lomond National Park.

You will receive an email to confirm your places once all places have been filled.

The day on the 20th of June will involve visits to ‎Luss and Lomond Shores to look at how the area can be used to explore local history and geography.

Social_studiesTo find out about more upcoming Social Studies skills weekends look here:

Sign up for the Social Studies e-bulletin

Join the Social Studies Network on Glow


Loch Lomond National Park

Report a Glow concern