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Fully funded by the Scottish Government and all online. These professional learning courses are for all teachers and are delivered by Wosdec, Howdec and Scotdec.

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GTCS accredited Global Citizenship course 

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GTCS accredited Global Citizenship course 

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Further info here Learning for a Better Future 24-25 - full info (highlandoneworld.org.uk)

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Search by topic, level and curriculum area. A library of curated classroom resources and fiction book recommendations to support Global Citizenship Education.

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Applications are now open for cohorts 5 and 6 of the programme in the new academic year.

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Who is this programme for?

The Building Racial Literacy programme is open to all educators in Scotland. The programme is for those interested in becoming anti-racist educators and leaders, those seeking to build their confidence in discussing and challenging racism and those who need help identifying and implementing anti-racist behaviours and processes in their everyday practice.

Due to the high volume of applications anticipated for this fourth cohort, applications from nationally-identified priority groups will be accepted first. However, all applications will be considered. The priority groups include:

We welcome educators at different stages of their anti-racist learning.

General expectations for participants

The Building Racial Literacy professional learning programme is delivered entirely online through the Education Scotland website, online events are hosted on Microsoft Teams and the collaborative platform Slack.

Participants on this national programme are expected to:

By completing this programme, you will:

build your racial literacy. In particular, start learning about the nuances of racism and anti-racism (with the language to name it) and build the skills to continue this learning long after the programme is over

begin developing the skills, confidence and resilience to engage in racial dialogue

develop a personalised action plan to lead anti-racist change

You will also receive a certificate of completion.

Applying for the programme

Applications for Cohort 4 have now closed. To sign up for updates and information about future cohorts or Building Racial Literacy linked events, please complete the Building Racial Literacy Future Sessions MS Form.

If you have any questions about this programme and the application process, please contact us.

How is the programme delivered?

Once you are registered on the Building Racial Literacy programme, you will be able to access the programme area by logging in. From there, you will be able to see and complete the programme tasks. The programme tasks require you to:

1. Read/listen/watch/reflect using the programme area and your reflective journal

2. Post your responses to tasks on Slack in your private channels

3. Collaborate on Slack by commenting on the task responses of the peers in your private channels.

The additional online learning will take place during programme events such as twilight webinars. You will be sent instructions to join these online events on Microsoft Teams.

Whilst learning online, we expect participants to:

work independently and in a self-directed manner

get in touch with the Programme Leads Facilitators and/or Anti-Racist Buddies if additional support is required

devote appropriate time to the programme (excluding programme events, spend at least six hours on self-directed learning)

read, listen to and watch relevant texts and find out more about anti-racism in education

develop or enhance the skills of critical thinking and reflection

post responses to programme tasks on Slack and comment on group members' responses

have a reliable computer and broadband internet access

work with computers, including using the internet to access Slack and Microsoft Teams for programme events.

What are the benefits?

The Building Racial Literacy programme creates safer, braver spaces for learning, not for blame, where honest and open discussions allow educators to collaborative, reflect, grow and experience truly transformative and life-changing professional learning. The support available on the programme is unique as the wellbeing of participants centred throughout the programme.

Past participants rated the networking opportunities and quality of learning on the programme as excellent.

Participants' feedback and evaluation of the programme to date has been overwhelmingly positive, with the majority feeling:

more confident to talk about and deal with racism,

eager to continue deepening their increased understanding of racism,

inspired and motivated to commit to anti-racist action in their different settings,

supported by the programme and its newly formed learning networks.

White majority ethnic educators and Black, Asian and Minority Ethnic educators were challenged and supported throughout the programme. Several participants have shared their experiences of the programme:

1. My Experience of Building Racial Literacy blog by Rukhsana Ali : Rukhsana is a primary teacher who felt the programme helped build her confidence to apply for an Education Officer post.

2. Building Racial Literacy blog by Emma Walters: Emma is a secondary teacher who explains how the programme had a liberating impact on both herself and her learners.

3. Decolonising the Curriculum blog by Angel Hinkley : Angel discusses exploring positive narratives that challenge assumptions, empower learners and inspire unity.

The programme also has a poem titled Seeds of Antiracist Education composed by Tawona Sithole. The poem solidifies the importance of the programme and the benefits it brings. A spoken-word performance of the poem is available on YouTube.

The inspirational and transformative nature of the Building Racial Literacy programme was highlighted in Cohort 1 participants' evaluation of programme:

"Challenging, powerful, uncomfortable learning. It has been the most valuable experience of my career."

"I am more confident in leading others to become racially literate. More knowledgeable about where to get resources and information for myself and others to support anti-racist change. I feel more able to tackle courageous conversations with staff and parents."

"The BRL programme, has been by far, THE best CPD I have ever attended. Not just the content but the actual structure, support, ease of access, pace, rhythm, signposting, platforms used etc."

"Completely life changing. I feel that the blinkers have been taken off. I hope that I am more switched on to racial micro-aggressions, unconscious biases etc. I will also be an active bystander now that I am more aware of what to look and listen for. I hope to affect positive change in my school community and local authority. It will be a long process, but one that I am happy to be part of."

"The most valuable lesson that I have learned so far is that I am not alone. I may be the only person of colour in my school but I am part of this huge community of educators who want to make the right change for the young people in our care."

"The content has been expertly selected and has been incredibly powerful. The speakers have been truly inspirational and immensely credible. The tasks have helped me to formulate my own response to the materials provided, which have been extensive and intelligently curated. Caters well for white and Black participants."

More experiences of the programme can be found on social media under the hashtag #EdScotBRL

Duration and key dates

The programme runs for five months.

Cohort 4 dates

Welcome Webinar (Recommended): 30th October (4pm)

Induction Part 1: Monday 13th November (2pm to 5pm)

Induction Part 2: Thursday 23rd November (2pm to 5pm)

Webinar 1: Monday 4th December (4pm to 5:30pm)

Webinar 2: Monday 22nd January (4pm to 5:30pm)

Webinar 3: Tuesday 6th February (4pm to 5:30pm)

Sharing the Learning Summit: Friday 15th March (9am to 4pm)

An optional smaller, in-person induction for the nationally-identified priority group, headteachers may be offered.

Funding and costs

As the Professional Learning and Leadership Team is currently funded to develop a suite of programmes, and the Building Racial Literacy programme is also funded by the Scottish Government's Anti-Racism in Education Programme. Participation in the Building Racial Literacy programme is free of charge. There is no funding available to cover costs.

What is racial literacy

By racial literacy, the Building Racial Literacy programme refers primarily to France Winddance Twine's definition as 'a form of anti-racist training' with:

a recognition of racism as a contemporary, not just historical, problem

a consideration of intersectionality (the ways racism intersects with other factors such as class and gender)

the development of language to discuss race, racism and anti-racism

the ability to decode race and racial micro-aggressions.

How the programme has been developed

The programme development follows a process of collaborative programme design and ongoing review cycles with different types of engagement and partners.

Design partners

The programme prototype was designed in partnership with members of the Education Leadership and Professional workstream of the AREP, as well as anti-racist organisations and training providers including the Coalition for Racial Equality and Rights (CRER), the Scottish Association for Minority Ethnic Educators (SAMEE), Scotdec, the Third Generation Project, the University of West of Scotland and Education Scotland.

The design partners collaborate to design professional learning experiences for educators, planning for recruitment, evaluation, communication and sustainability of the Building Racial Literacy programme. Partners are encouraged to collaborate for several iterations of the programme, until there is more capacity in the system to deliver the programme more widely.

Content creation partners

Content creation partners are invited at different stages of the programme development to create content that is used in the Building Racial Literacy programme. Content includes learning activities during programme events as well as online learning and reflective activities using a variety of texts, such as short video and audio clips.

Content review partners

Content review partners quality assure the content created and improve the design of each learning experience in the Building Racial Literacy programme. Members of the Scottish Youth Parliament have been involved in creating and reviewing content. Content review partners could equally become Facilitators and Anti-Racist Buddies supporting programme participants. Content review partners can include:

Education Scotland have created an i nterim evaluation report of the Building Racial Literacy programme. External evaluation is being planned to capture the medium and longer-term impacts of the programme.

Delivery partners

During live programme events delivery partners are required to facilitate different learning activities. Due to the sensitive and emotive nature of racial dialogue, careful consideration needs to be given to facilitation. This will ensure that safer spaces are created for white people and for people of colour/ Black, Asian and Minority Ethnic (BAME) people with lived experiences of racism. Delivery partners can include:

Education Scotland Lead Specialists

interested design partners with experience of facilitating professional learning

external facilitators with experience of facilitating anti-racist professional learning

qualified counsellors to support any participants for whom the programme content may trigger racial trauma and emotional distress

BRL alumni who apply to support delivery and successfully complete relevant training.

Who is this programme for?

The Building Racial Literacy programme is open to all educators in Scotland. The programme is for those interested in becoming anti-racist educators and leaders, those seeking to build their confidence in discussing and challenging racism and those who need help identifying and implementing anti-racist behaviours and processes in their everyday practice.

Due to the high volume of applications anticipated for this fourth cohort, applications from nationally-identified priority groups will be accepted first. However, all applications will be considered. The priority groups include:

We welcome educators at different stages of their anti-racist learning.

General expectations for participants

The Building Racial Literacy professional learning programme is delivered entirely online through the Education Scotland website, online events are hosted on Microsoft Teams and the collaborative platform Slack.

Participants on this national programme are expected to:

By completing this programme, you will:

build your racial literacy. In particular, start learning about the nuances of racism and anti-racism (with the language to name it) and build the skills to continue this learning long after the programme is over

begin developing the skills, confidence and resilience to engage in racial dialogue

develop a personalised action plan to lead anti-racist change

You will also receive a certificate of completion.

Applying for the programme

Applications for Cohort 4 have now closed. To sign up for updates and information about future cohorts or Building Racial Literacy linked events, please complete the Building Racial Literacy Future Sessions MS Form.

If you have any questions about this programme and the application process, please contact us.

How is the programme delivered?

Once you are registered on the Building Racial Literacy programme, you will be able to access the programme area by logging in. From there, you will be able to see and complete the programme tasks. The programme tasks require you to:

1. Read/listen/watch/reflect using the programme area and your reflective journal

2. Post your responses to tasks on Slack in your private channels

3. Collaborate on Slack by commenting on the task responses of the peers in your private channels.

The additional online learning will take place during programme events such as twilight webinars. You will be sent instructions to join these online events on Microsoft Teams.

Whilst learning online, we expect participants to:

work independently and in a self-directed manner

get in touch with the Programme Leads Facilitators and/or Anti-Racist Buddies if additional support is required

devote appropriate time to the programme (excluding programme events, spend at least six hours on self-directed learning)

read, listen to and watch relevant texts and find out more about anti-racism in education

develop or enhance the skills of critical thinking and reflection

post responses to programme tasks on Slack and comment on group members' responses

have a reliable computer and broadband internet access

work with computers, including using the internet to access Slack and Microsoft Teams for programme events.

What are the benefits?

The Building Racial Literacy programme creates safer, braver spaces for learning, not for blame, where honest and open discussions allow educators to collaborative, reflect, grow and experience truly transformative and life-changing professional learning. The support available on the programme is unique as the wellbeing of participants centred throughout the programme.

Past participants rated the networking opportunities and quality of learning on the programme as excellent.

Participants' feedback and evaluation of the programme to date has been overwhelmingly positive, with the majority feeling:

more confident to talk about and deal with racism,

eager to continue deepening their increased understanding of racism,

inspired and motivated to commit to anti-racist action in their different settings,

supported by the programme and its newly formed learning networks.

White majority ethnic educators and Black, Asian and Minority Ethnic educators were challenged and supported throughout the programme. Several participants have shared their experiences of the programme:

1. My Experience of Building Racial Literacy blog by Rukhsana Ali : Rukhsana is a primary teacher who felt the programme helped build her confidence to apply for an Education Officer post.

2. Building Racial Literacy blog by Emma Walters: Emma is a secondary teacher who explains how the programme had a liberating impact on both herself and her learners.

3. Decolonising the Curriculum blog by Angel Hinkley : Angel discusses exploring positive narratives that challenge assumptions, empower learners and inspire unity.

The programme also has a poem titled Seeds of Antiracist Education composed by Tawona Sithole. The poem solidifies the importance of the programme and the benefits it brings. A spoken-word performance of the poem is available on YouTube.

The inspirational and transformative nature of the Building Racial Literacy programme was highlighted in Cohort 1 participants' evaluation of programme:

"Challenging, powerful, uncomfortable learning. It has been the most valuable experience of my career."

"I am more confident in leading others to become racially literate. More knowledgeable about where to get resources and information for myself and others to support anti-racist change. I feel more able to tackle courageous conversations with staff and parents."

"The BRL programme, has been by far, THE best CPD I have ever attended. Not just the content but the actual structure, support, ease of access, pace, rhythm, signposting, platforms used etc."

"Completely life changing. I feel that the blinkers have been taken off. I hope that I am more switched on to racial micro-aggressions, unconscious biases etc. I will also be an active bystander now that I am more aware of what to look and listen for. I hope to affect positive change in my school community and local authority. It will be a long process, but one that I am happy to be part of."

"The most valuable lesson that I have learned so far is that I am not alone. I may be the only person of colour in my school but I am part of this huge community of educators who want to make the right change for the young people in our care."

"The content has been expertly selected and has been incredibly powerful. The speakers have been truly inspirational and immensely credible. The tasks have helped me to formulate my own response to the materials provided, which have been extensive and intelligently curated. Caters well for white and Black participants."

More experiences of the programme can be found on social media under the hashtag #EdScotBRL

Duration and key dates

The programme runs for five months.

Cohort 4 dates

Welcome Webinar (Recommended): 30th October (4pm)

Induction Part 1: Monday 13th November (2pm to 5pm)

Induction Part 2: Thursday 23rd November (2pm to 5pm)

Webinar 1: Monday 4th December (4pm to 5:30pm)

Webinar 2: Monday 22nd January (4pm to 5:30pm)

Webinar 3: Tuesday 6th February (4pm to 5:30pm)

Sharing the Learning Summit: Friday 15th March (9am to 4pm)

An optional smaller, in-person induction for the nationally-identified priority group, headteachers may be offered.

Funding and costs

As the Professional Learning and Leadership Team is currently funded to develop a suite of programmes, and the Building Racial Literacy programme is also funded by the Scottish Government's Anti-Racism in Education Programme. Participation in the Building Racial Literacy programme is free of charge. There is no funding available to cover costs.

What is racial literacy

By racial literacy, the Building Racial Literacy programme refers primarily to France Winddance Twine's definition as 'a form of anti-racist training' with:

a recognition of racism as a contemporary, not just historical, problem

a consideration of intersectionality (the ways racism intersects with other factors such as class and gender)

the development of language to discuss race, racism and anti-racism

the ability to decode race and racial micro-aggressions.

How the programme has been developed

The programme development follows a process of collaborative programme design and ongoing review cycles with different types of engagement and partners.

Design partners

The programme prototype was designed in partnership with members of the Education Leadership and Professional workstream of the AREP, as well as anti-racist organisations and training providers including the Coalition for Racial Equality and Rights (CRER), the Scottish Association for Minority Ethnic Educators (SAMEE), Scotdec, the Third Generation Project, the University of West of Scotland and Education Scotland.

The design partners collaborate to design professional learning experiences for educators, planning for recruitment, evaluation, communication and sustainability of the Building Racial Literacy programme. Partners are encouraged to collaborate for several iterations of the programme, until there is more capacity in the system to deliver the programme more widely.

Content creation partners

Content creation partners are invited at different stages of the programme development to create content that is used in the Building Racial Literacy programme. Content includes learning activities during programme events as well as online learning and reflective activities using a variety of texts, such as short video and audio clips.

Content review partners

Content review partners quality assure the content created and improve the design of each learning experience in the Building Racial Literacy programme. Members of the Scottish Youth Parliament have been involved in creating and reviewing content. Content review partners could equally become Facilitators and Anti-Racist Buddies supporting programme participants. Content review partners can include:

Education Scotland have created an i nterim evaluation report of the Building Racial Literacy programme. External evaluation is being planned to capture the medium and longer-term impacts of the programme.

Delivery partners

During live programme events delivery partners are required to facilitate different learning activities. Due to the sensitive and emotive nature of racial dialogue, careful consideration needs to be given to facilitation. This will ensure that safer spaces are created for white people and for people of colour/ Black, Asian and Minority Ethnic (BAME) people with lived experiences of racism. Delivery partners can include:

Education Scotland Lead Specialists

interested design partners with experience of facilitating professional learning

external facilitators with experience of facilitating anti-racist professional learning

qualified counsellors to support any participants for whom the programme content may trigger racial trauma and emotional distress

BRL alumni who apply to support delivery and successfully complete relevant training.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Tatiana Cardeal/Oxfam

These guides are the foundations of great global citizenship. They outline the key principles of taking a global approach to teaching and learning, as well as practical guidance for embedding it into your lessons.

Each guide has been created with teachers in mind and includes advice, teaching ideas and activities to help you on your way. Whether you want to explore the world in the classroom or develop global learning across your whole school, we have a guide for you.

Salahuddin Ahmed

Education for Global Citizenship

Packed with creative ideas, advice and case studies to support the development of global citizenship in all curriculum areas.

Global Citizenship in the Classroom

A practical guide filled with tools and ideas to increase participation and develop global learning in the classroom.

Teaching Controversial Issues

Young people frequently face making decisions about a wide range of issues on which there are many different views. This guide includes strategies, guidance and activities for teaching controversial issues.

The Sustainable Development Goals

The UN's Sustainable Development Goals present "a blueprint to achieve a better and more sustainable future for all by 2030."

Deepen your understanding of education about and for the Sustainable Development Goals (SDGs) and see how global citizenship education approaches and methodologies can underpin good practice.

Maths and Global Citizenship

Consider how real world contexts can enrich maths teaching and help unlock how it can be applied.

Science and Global Citizenship

Deepen learners' understanding and discover practical ideas for adding a global lens to science.

English and Global Citizenship

Ideas for learning about the world whilst improving speaking and listening, reading, writing and media literacy skills.

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These guides outline the key principles of taking a global approach to teaching and learning, as well as guidance for embedding it into your lessons.

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Exploring equality and diversity in Scotland past and present

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Exploring equality and diversity in Scotland past and present

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A collective of educational stakeholders working toward building an education system that is: equitable; free from racial injustice; critically engaged with issues of power, identity, and privilege.

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A platform for anti-racist education with a Scottish perspective. A learning tool for raising racial consciousness. A safe space for engaging in critical reflections and discussions on race and education.

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For all educators who want to make a start at understanding what anti-racism is and how we as teachers and pupils, allies and individuals with lived experience of racism can start our anti-racist journey, as individuals, communities and wider society.

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Stride - a Global Citizenship magazine for schools. Case studies, activities and editorials for teachers across Scotland.

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Editorial

IDEAS and Scotland's DECs have joined the national Call to Action.The ambitious goal is to build a movement for change to realise the ambition of Scotland's refreshed Learning for Sustainability Action Plan. The Action Plan has been strengthened in response to the voices of children and young people who have called for Learning for Sustainability, together with climate change, social justice, global citizenship, outdoor learning, equalities and rights, to be a greater part of their daily learning experiences.

Join us in this movement for change #Target 2030 #LfSforAll

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Features and activities - Stride - online magazine for global citizenship in schools

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The ambitious goal is to build a movement for change to realise the ambition of Scotland's refreshed Learning for Sustainability Action Plan.

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Scotdec Maths Project: various resources

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Scotdec Maths Project: various resources

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Sustainable Development Goals for the classroom

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Sustainable Development Goals for the classroom

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Tonnes of videos, posters and activities.

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This website uses cookies to improve your experience while you navigate through the website. Out of these cookies, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website.

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Inclusion, well-being and equalities professional learning framework

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Thinkers' is a fantastic collection of activities to provoke and deepen mathematical thinking. The book contains sixteen different contexts for exemplifying and generalising the processes at the heart of doing mathematics that can be integrated into any mathematics lesson. There are examples of the way in which teachers can use the techniques for any topic in mathematics.

These are not 'bolt-on' activities but can be integrated into everyday mathematics lessons to promote a classroom culture in which learner-generated examples open a window on mathematics that textbook exercises leaves closed. 'Thinkers' will enhance the teaching and learning of mathematics for new and experienced teachers, and for learners from 8 to 18 (and beyond).

The ideas are suitable for learners from KS2 KS3 KS4 AS/A2 level.
Authors: Chris Bills, Liz Bills, John Mason, Anne Watson

I think this is a great collection of ideas that works really well in a range of settings that can be adapted to fit any area of mathematics and to suit any group of learners
Christine Watson

This is the single book that's had the biggest impact on my teaching - highly recommended!
Tom Button

One of my absolute favourites.
Mr Matlock
ISBN 978-1-912185-14-6

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an atm best seller:

thinkers promotes a classroom culture in which learner-generated examples open a window on mathematics that textbook exercises leave closed.

written by chris bills

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john mason and anne watson.

ks2 ks3 ks4 as/a2 level. 
approach

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Thinkers - a mathematics teaching resource - Approach, Assessment, Depth, Discuss, Discussion, Explo

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An ATM Best Seller: Thinkers promotes a classroom culture in which learner-generated examples open a window on mathematics that textbook exercises leave closed. Approach, Assessment, Depth, Discus

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This full colour book is aimed at teachers of mathematics who are interested in addressing issues of social justice in their classrooms.

It proposes an alternative approach to teaching mathematics that encompasses:
* Collaborative problem-solving that promotes discussion and engagement;
* Activities that highlight the relevance and meaningfulness of mathematics;
* Fostering understanding of social, cultural, political and economic situations;
* Mathematical investigations that develop learners' agency;
* Developing a critical understanding of the nature of mathematics.

The book includes:
* Seven projects addressing issues of social justice in the mathematics classroom;
* Twenty task sheets designed to be photocopied for students;
* Teachers' notes offering ideas for supporting and developing classroom practice;
* Six accessible research articles exploring the theories underlying the teaching ideas.

It is based on the premise that conventional approaches to teaching mathematics do not adequately address the needs of all learners, or the needs of society as a whole, and is written in a style that allows teachers to use the ideas in a flexible, creative and non-prescriptive way.

The projects are suitable for students in Key Stages 3 and 4 mathematics classrooms, for those studying the new 'core mathematics' curriculum and for those on post-compulsory numeracy courses.

Teaching Mathematics for Social Justice is also availalbe as PDF only

By weaving together such a collection of practical projects and relevant research articles, the author is able to foreground both a social justice perspective and demonstrate the role and power of a particular form of research-informed educational practice. The structure of the book cleverly models the authors' world-view on mathematics, his commitment to a particular form of pedagogy and his belief in a specific type of research-led practice. Be warned, this book may change your perspective and beliefs about the nature of mathematics and mathematics teaching and learning in a profound way
Mark North

Each project follow a format design to make the use of this book in the classroom easy to manage, starting with background notes for the teacher. The notes offer contextual information, suggestion questions for exploration and guidance on how to use the task sheets, although of course these can be used in any way a teacher chooses.
Ray Huntley

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written by pete wright.  a collection of collaborative an problem solving activities that promote meaningful mathematical discussion.

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Teaching Mathematics for Social Justice - an ATM Mathematical Teaching Publication

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Teaching Mathematics for Social Justice, written by Pete Wright. A collection of collaborative an problem solving activities that promote meaningful mathematical discussion.

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https://drive.google.com/drive/folders/1NLPfRrsTDrtwNhLiO9BR9JCh4CA_ilg9?usp=sharing

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The intro ppt that Speyside HS use at the start of the year, when they the whole year group together in the hall.

Please note that the ppt is from August 2023 - it is updated each year. Any questions please email Mr Turner gw08turnerkeith@glow.sch.uk

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From Speyside HS. Shared by Mr Turner gw08turnerkeith@glow.sch.uk

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Find out more about how the DECs work together

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Find out more about how the DECs work together

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Through the Global Citizenship in Scotland (GCiS) Programme Scotdec, WOSDEC and Highland One World provide a range of funded support for Local Authorities, schools and educators across Scotland to develop active Global Citizenship/Learning for Sustainability/rights-based learning.

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Globalisation and Interdependence - Speyside HS

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Globalisation and Interdependence - Speyside HS

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PowerPoint (no recording available) - any questions please contact Keith Turner at Speyside High School.

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PowerPoint (no recording available) - any questions please contact Kirsty Templeton at Balerno High School.

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Aiming for a whole school approach  LfS - Wallace Hall Academy

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Aiming for a whole school approach  LfS - Wallace Hall Academy

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Audio included - please present from the start so you can hear it.

Leah Belford presents.

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Anti-Racist Education and LfS;                       Curriculum Planning: from a maths perspective. 

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Anti-Racist Education and LfS;                       Curriculum Planning: from a maths perspective. 

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These 2 presentations were recorded live at the Showcase. Any questions please contact David Saffhill at Trinity Academy or Nuvdeep Singh at Woodfarm High School.