Category: 1.1 Social Justice

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Exploring Edinburgh!

Whilst Steph and I had Stephanie’s friend from America, Apshara, over for the week. We thought we should take a trip to the capital to show her a little more of Scotland. Perfect time for another Social Studies blog!

All ready for our trip to the capital with our tartan and irn bru, stereotypical Scots!

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When we arrived in Edinburgh, we decided to go to Princes’ Street Gardens and the Wallace Monument. What I had never realised until we were looking for things to do to show Apshara was that you can go up the Wallace Monument. This is something I had walked past numerous times and never even considered. It is however, now that I know it is an option, is something I would be very interested to do at a later day because we did not have long in Edinburgh.

The Wallace Monument

At the gardens, there was a World War II Remembrance Day memorial surrounding the Wallace Monument. The memorial was hundreds of poppies on little plaques to represent the fallen who had served our country during World War II. This, in my opinion, felt like a representation of Flanders Field. Although I had never studied the poem Flanders Field in school, the memorial gave a very apparent representation of the image I had in my mind of Flanders Field. It was, personally, a very touching memorial.

The World War II Remembrance Day Memorial in Edinburgh.

 

 

 

 

 

 

 

The memorial did not immediately seem relevant to a blog post or my assignment but as I have sat down to write this post, the relevance to my assignment is indisputable. The critical viewpoint of history’s place in the Curriculum for Excellence in short can be argued in two lights. One by the postmodernist views which state that history and some sources validity must be questions as accounts are in their view simply stories and the relevance of those stories must therefore be questioned. On the other hand, the relevance of understanding our heritage, how society was formed and understanding key world events such as World War II is critical to children’s understanding of the world but must be taught with relevance to the world and their lives today for example through Interdisciplinary Learning topics which also focus on issues in current society. This has all come into my social studies assignment. I felt the memorial did a spectacular job of capturing the importance of World War II in today’s society and it really moved me personally.

Part of the memorial was the ‘Tree of Thanks’. The Tree was to allow for people to thank someone or the fallen for the things they do/have done for them. This, to me, allowed for a personal element to the memorial and there were a lot of beautiful messages to both people’s chosen person and the fallen. This allowed for time to think and reflect on what the fallen have done for our country and what other people do for you every day. My Tartan Heart (Tartan, anything piece of our Scottish heritage I did not immediately think so) was of course dedicated to my mum. My mum (and dad) have done so much for me especially over the last few years I have been at university and I always think it is important to thank them.

The memorial really got me thinking as I had never seen any World War II Remembrance Memorial like this before. Although it has not really helped me understand the significance of teaching World War II as a standalone topic still, it has helped me to acknowledge that this is still an important issue in contemporary society.

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As a newfound big fan of the Scottish Museum, I thought this would be the perfect place to show Apshara a little bit more of Scotland and our heritage as a country. However, as a we got there quite late and they were closing from the top down, we never got to go to the ‘A Changing Nation’ section which I felt from my last trip here was the most relevant section to our lives and had the most information that would be interesting to Apshara.

However, this meant we went to a section of the Museum that Katie and I did not get to explore. Although we were only there for an hour and on top of the last trip, still did not feel like long enough. We went into the technology section on the ground and fifth floor which was purely for enjoyment and it was great fun. Stephanie had said previously ‘I am not sure I am going to enjoy a museum’ as I hyped up the place. This was the three of them after a great hour of fun!

Three clearly amused adults!

Stephanie’s parting words ‘this was great fun, we have to come back when it is fully open!’.

The clear enjoyment.

This comment alone only strengthened my opinion that although the museum is a huge place and there is a lot to do which makes it important, for the trip as a learning experience, to have a set area or task to focus on to keep control of the class and the experience. It is also important to allow children a chance to enjoy other sections that may interest them. These experiences, I feel from personal experience as a child on school trips, are what made me remember the trips and therefore the learning that took place. The fun and enjoyment as crucial parts to learning inside and out with the classroom but of course for risk assessments and health and safety especially outside need to be controlled by the teachers.

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The trip to Edinburgh as a whole was unexpectedly really worthwhile. It was a great stimulus for some serious thought into issues which are relevant to my current learning regarding social studies and an opportunity to broaden my own opinions and knowledge.

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“Everyone is different…”

“But that means everyone can fit in” (Paddington The Movie, 2014)

Just from one quote, Paddington the Movie could stem a lot of lessons about inclusion, respecting diversity and expressing feelings. However, this was not the reason behind watching this film. We had been told about Paddington the Movie in our social studies elective as it showed migration in a different way to looking at this from a crisis point of view for example in World War II. This quote just shows the diversity of the movie and how much can be taken from it. The film could be looked at with a class for health and wellbeing purposes or for social studies.

Whilst I was watching it I was thinking more from a social studies perspective as, as I have said, it was why we were prompted to watch it. Right from the beginning of the film there were a multitude of different topics in social studies that the film could act as a stimulus for. Therefore, I am going to go through the ideas I felt could be derived from the film.

Firstly, in the film the reason behind Paddington moving to London was due to a natural disaster. An earthquake hit “The Darkest Peru” and caused devastated in their jungle. The earthquake also killed Paddington’s uncle. This could be a stimulus for a class discussion of how  Paddington would be feeling at this time, what the class would do in Paddington’s situation: would they stay in a ruined home/dangerous place or would they move away? This can also be used as a stimulus to look into natural disasters, can these happen where the children live? Where is the closest or most recent natural disaster? How did this affect the people of those towns?

Paddington is then left to evacuate to London on his own because his auntie is too old to move away. This can be linked directly to World War II topic where the children are forced to leave their homes to move to the countryside without any of their family or knowing where they would end up but they knew it would be the safety option in the end. The movie does make this direct correlation to the war and therefore could be an interesting discussion point. Another way to make the human connection the Paddington in this situation, the class could be asked if they were to move today and could only take a small bag, what would they put in this bag? Would the class be practical and pack food like Paddington did with his Marmalade or warm clothing or would they choose to pack things that are more modern such as phones, iPads, make up etc. This could create a discussion as to why they would take these items? Where would they charge them if they did not have a home? This takes the lesson right back to the children and can create a sense that children could be materialistic and why in a time of crisis materialistic possession would not always be most helpful.

Another small link to WWII can come through artefacts. In Paddington the Movie, Millicent, who tries to capture and stuff Paddington can be seen wearing a gas mask similar to those that would have been worn in WWII. This can be a stimulus for discussing historic artefacts. The children could guess what she is wearing and why she is wearing it? If they already know what it is, the children could discuss where else they might have found out about this artefact.

Through the film, Paddington’s idea of home and family changes. At first, Paddington does not feel like he belongs in London. He misses the Peruvian Jungle and his auntie dearly. He feels unwanted by Mr Brown but Mrs Brown tries to include Paddington into the family and find him a long term home. This could be related back to terrorist attacks or WWII through looking at how communities pull together in a time of need, how friendly Londoners/Mancunians have been in recent events to strike their city and take people in when necessary. The children could discuss how they can be helpful to their community or how they would feel taking in a stranger or being taken in by a strange family. By the end of the film, Paddington is finally settled into life in London and is now living with the Brown family permanently. Paddington says that although the Brown’s are a strange tribe and life in London is different to the Peruvian Jungle, he feels more at home now. And Mrs Brown tells him in London “Everyone is different, but that means everyone can fit in”. Even a bear.

Overall, I think throughout many points in the film it could be paused and used as a discussion piece. The movie as a whole could also be a great stimulus for many lessons regarding migration, crisis, natural disasters, inclusion, diversity and human connections.

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Dyslexia: A Break Down

After an input from one of our lecturers, Will, where he state that if we aren’t aware of the different Additional Support Needs (ASN) then we were being ignorant. Two of my friends and I have decided to look into Dyslexia, Dyspraxia and Dyscalculia. As normally if you have one of these ASN then there is a stronger chance you will have another, if not all three as these come as a family of ASN. Through this blog post I am going to briefly give some information on Dyslexia.

What is Dyslexia?

“The word ‘dyslexia’ comes from the Greek and means ‘difficulty with words’.” (British Dyslexia Associations, no date)

Dyslexia is a common addition support need – a person who has dyslexia struggles with reading, writing and spelling. It is a lifelong problem for those who have dyslexia but there is support out there for them.

1 in 10-20 people have Dyslexia – therefore in a common sized primary school class in Scotland, it is more than likely that teachers will have at least one child who struggles with dyslexia if not more.

Unlike many ASN, Dyslexia has no impact on intelligence.

Dyslexia mainly affects the person’s ability to processing and remembering information that see and hear which can impact upon the person’s learning and the acquisition of literacy skills. 

The Signs of Dyslexia

The signs of dyslexia are for the majority, spotted when they are in primary school and begin to focus on reading and writing.

The NHS (no date) states that the signs of dyslexia may include:

  • “read and write very slowly
  • confuse the order of letters in words
  • put letters the wrong way round – such as writing “b” instead of “d”
  • have poor or inconsistent spelling
  • understand information when told verbally, but have difficulty with information that’s written down
  • find it hard to carry out a sequence of directions
  • struggle with planning and organisation”.

Dyslexia and The Eyes

The reason I had chosen to look into Dyslexia is that I have a form on dyslexia called Irlen’s Syndrome (which is commonly known as visual stress) which affects how you see text which is common with people with dyslexia. Below is an example of visual stress.

Dyslexia

People with dyslexia often cannot focus when reading standard black writing on white paper. People with dyslexia tend to prefer to have the paper a different colour – the colour of the paper depends on the person. I prefer grey paper which is very uncommon whereas yellow can be very common. There are things called overlays which are coloured plastic sheets for people who have Dyslexia or Irlen’s syndrome to place over paper to filter the paper to the colour they need. Below I have included a yellow and grey overlay but there are multiple different colours which can be seen at the Dyslexia website (ADD hyperlink). For some even the overlays are not even and they have tinted glasses to the colour they need.

Dyslexia and the eyes, Irlen’s syndrome or visual stress can cause symptoms such as the following:

  • “Blurred letters or words which go out of focus.
  • Letters which move or present with back to front appearance or shimmering or shaking.
  • Headaches from reading.
  • Words or letters which break into two and appear as double.
  • Find it easier to read large, widely spaced print, than small and crowded.
  • Difficulty with tracking across the page.
  • Upset by glare on the page or oversensitive to bright lights.”

(British Dyslexia Association, no date).

This can affect the child’s reading ability, making reading very tiring and a chore for children who suffer from it. However, in my own experience after getting the appropriate support, through my grey overlay, I found my love of reading come back.

What can a teacher do to help?

The following advice I have taken from dyslexia.com (Hodge, 2000).

  • Make sure anything that needs to go home, for example messages about when they need to take their physical education kit in, when parents even is. their homework etc, is all written down in a diary and checked before they leave, The advice also suggests getting them to have a couple of friends phone numbers at the front of the diary in case they are confused by what they are to do they can phone and check.
  • Break down tasks and instructions into short chunks of information that is easy to remember.
  • When they are copying from the board, try writing every line in a different colour of every second word underlined. With the technology these days, if you are using power point or interactive smart boards if you have a child who needs a yellow overlay, make the slides have a yellow background – this does not make a difference for anyone else in the classroom but makes it easier for the person who needs the overlay.
  • Make sure the reading stays on the board long enough for the children to read (and if necessary copy it down) it thoroughly and not rush.

The website has lots of advice on different areas including: reading, writing, copying from the board, spelling, maths, homework among others.

 

 

 

More information

Irlen’s Syndrome http://www.irlen.org.uk/

Dyslexia Shop http://www.thedyslexiashop.co.uk/stationery-for-dyslexics/specialist-paper.html

Advice for in the classroom http://www.dyslexia.com/library/classroom.htm

 

 

 

References

British Dyslexia Association (No Date) Dyslexia and Specific Difficulties: Overview Available at: http://www.bdadyslexia.org.uk/dyslexic/dyslexia-and-specific-difficulties-overview Accessed on: 23/01/16

Hodge, P. (2000) A Dyslexia Child in the Classroom: A Guide for Teachers and Parents Available at: http://www.dyslexia.com/library/classroom.htm Accessed on: 27/01/16

National Health Service (No Date) Dyslexia Available at: http://www.nhs.uk/conditions/Dyslexia/Pages/Introduction.aspx Accessed on: 23/01/16

 

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