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BBC Bitesize: News Accuracy and Impartiality

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BBC Bitesize: News Accuracy and Impartiality

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Accuracy and impartiality - Balance and bias in the media - 3rd level Modern Studies Revision - BBC Bitesize

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Learn and revise balance and bias in the media with this BBC Bitesize Scotland Modern Studies guide for Third Level CfE.

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Mirrors, Windows and Sliding Glass Doors

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Education Scotland: Windows, Mirrors and Doors

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Education Scotland: Windows, Mirrors and Doors

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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Education Scotland: Anti-Racist Education in Literacy

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Education Scotland: Anti-Racist Education in Literacy

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Promoting Race Equality and Anti-racist Education

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Literacy and English provides opportunities for learners to engage with and create a wide range of texts. Within Curriculum for Excellence, 'text' is defined broadly as the medium through which ideas, experiences, opinions and information can be communicated. Consequently, texts not only include those presented in traditional written or print form, but also orally, pictorially, electronically or on film. Reading and responding to literature and other texts play a central role in the development of learners' knowledge and understanding of key social issues, including racial equality.

As children and young people progress in their learning, they encounter texts of increasing complexity in terms of length, structure, vocabulary and, importantly, ideas and concepts. Integral to this process is the development of learners' understanding of what is valuable about their own and other cultures and languages. An appreciation of diversity in what they read encourages learners to develop respect and appreciation towards those from backgrounds other than their own. Providing access to texts that accurately reflect the racial and cultural diversity of Scotland and the world should begin with the youngest of learners, allowing them to progress from their earliest years in their appreciation of the links between their own lived experiences and those of others.

Critical Literacy

The development and application of critical literacy skills are also central to learners' exploration of a text, for example by considering whose story is being shared, whose voice is being heard, who benefits from the story, who is missing from the story and why this might be the case:
'Children and young people need not only to be able to read for information; they also need to be able to work out what trust they should place on the information and to identify when and how people are trying to persuade and influence them.' Literacy Across Learning: Principles and Practice
Encouraging learners to develop critical literacy skills is important as they access videos and news stories on social media and other places online.
Resources are available to support children and young people's critical literacy:
Guidance on racial slurs in the classroom

Depending on texts being used and issues being explored, the use of racial slurs in the classroom is something that will need to be considered in detail. The health and wellbeing of minority ethnic learners should be prioritised throughout this consideration. Even if an educator has the best intentions around the use of a slur, the potential impact on a pupil's health and wellbeing will outweigh any potential educational value of saying a racial, homophobic or gendered slur out loud. Detailed guidance on this specific issue can be found here:
Further guidance on racial slurs in the classroom

Reflective Questions

Consider and reflect on the following questions within your practice and pedagogy:

As literacy skills are embedded in experiences and outcomes across the eight curriculum areas, how do we ensure that all practitioners identify opportunities to engage with texts that reflect racial and cultural diversity?

Does our literacy and English//Gaelic curriculum provide regular opportunities for learners to critically explore issues of power and identity, such as racial and cultural diversity?

How can we ensure that the lived experience of all our learners including their race and culture is reflected in the literacy and English curriculum? Including in settings where only white children attend?

How can we ensure that all learners are not internalising negative messages (implicit bias) about certain minority groups? For example, only reading texts about white people in positions of power can lead to negative biases about people of colour.

How can we ensure that learners are provided with developmentally appropriate opportunities to engage with, critically analyse and create a wide range of texts which reflect their own and other cultures?

Through listening and talking, how can we ensure that all learners' voices are acknowledged, respected and challenged when appropriate?

How far have we developed media literacy to enable learners to identify and challenge racism in the media?

Do learners see themselves and their experiences reflected in the texts presented to them?

Do the texts we use provide opportunities for the development of empathy and understanding?

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Literacy and English provides opportunities for learners to engage with and create a wide range of texts. Within Curriculum for Excellence, 'text' is defined broadly as the medium through which ideas, experiences, opinions and information can be communicated. Consequently, texts not only include those presented in traditional written or print form, but also orally, pictorially, electronically or on film.

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Oxfam Guide to Literacy and Global Citizenship

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Oxfam Guide to Literacy and Global Citizenship

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When using this film with a group of Y4 children this week to tie into their Rainforests topic we began by finding out lots about Orangutans.

We began by watching this short film from YouTube.

The children then created information sheets about Orangutans using the templates below. The objectives of the lesson here were twofold, the children practise their reading skills in order to find the information but also to improve their knowledge of Orangutans in order to write about them in the following lesson. Before reading, we discussed and contextualised the tricky words from the image below.

The Reading Sheet

Response/Poster Sheet without questions

Response/Poster sheet

Tricky Words
​

In the next session we watched the 'Rang Tan' video voiced by Emma Thompson and discussed the dual narrative and the story it told. The children followed the text and read along. There are opportunities here for performance, the children could choose a section to perform dramatically.

Following the reading sessions, we then decided that we would write letters to the Prime Minister in protest against palm oil products in the UK.

This began with a discussion about persuasion. We decided that we should describe the beauty of the Orangutan as in the model below. This would act as a persuasive device as people are more likely to protest for something if they have a relationship with them.

The second part of the writing will involve a number of persuasive devices such as repetition to echo the forest and rhetorical questions to make the audience think.

I shall update with examples of children's work when complete.

If you would like to see further resources like this on www.literacyshedplus.com please comment to below.

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When using this film with a group of Y4 children this week to tie into their Rainforests topic we began by finding out lots about Orangutans. We began by watching this short film from YouTube. The children then created information sheets about Orangutans using the templates below.

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Oxfam Teaching Controversial Issues: Fake News (pages 6 and 15 in particular)

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Oxfam Teaching Controversial Issues: Fake News (pages 6 and 15 in particular)

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Learning to tell stories is one of the most fundamental elements of a child's development. So we asked authors Darren Chetty, Nathan Bryon and Robin Stevens how parents can help kids to write them down.

Experts say that encouraging a child to tell stories gives them a sense not only of what they can do as writers, but also what they can do in the world. Penguin/Ryan McEachern

Everything is story, and stories are everywhere. They give us ways to understand our history, our present and our future. They are how we make sense of the world and ourselves.

Telling stories fosters connections with the people around us. They make us feel, think and remember. And the earlier we learn to tell them, the richer and more colourful our lives can be.

At least, that's what the experts say - that encouraging a child to tell stories is one of the most important lessons a parent can teach.

Or, as children's picture book author Nathan Bryon - whose latest title, , is about a child who sets off on a mission to save a Caribbean island from plastic pollution - simply puts it: "Life is a big story, and the more you understand stories, and how to tell them, the better you can understand life, and make better choices."

Only, as every writer knows, writing isn't always easy. And it doesn't come naturally to everyone. So how can we encourage children to write more? And how do we make it feel more like fun and less like homework? For this, Chetty, Bryon and Stevens have some tips.

Have a laugh

"This is the most important thing of all," says Bryon. "Storytelling should be fun. It shouldn't feel like homework, or chores. Why shouldn't a child tell a story about her brother's stinky fart? Or about his grandma's crazy dancing at Christmas? Use the world your child lives in and have fun with it. They'll take so much more from writing about their own lives, than about someone else's."

Encourage them to write about themselves

"Putting yourself in the story is powerful because children often dismiss the value of their own personal experiences in their storytelling," says Chetty. "If they're from a minority background, they need to realise that stories don't just have to be about the white middle-class boys and girls they've read about. They can also be based on stories they've lived themselves. Maybe some of the characters can speak in Polish or Bengali, if that's what they do at home. They could even translate the dialogue into English in brackets if they like."

Mirrors and windows

"Every child needs mirrors and windows in the stories they read," adds Stevens. "They need mirrors to reflect themselves in stories - being heroes, or being flawed. And they need windows to see people who aren't immediately like them. White kids have so many mirrors and are being reflected everywhere. But what they don't have are many windows. And that's flipped for every background that isn't white, who only get to look out through windows. Things are changing, but it's crucial to offer children a diverse range of books to read to inform their writing and broaden their worldview."

Let them rewrite stories they already know

"A child needs to know that no story is set in stone, just as their life needn't be either," says Chetty. "So ask them to rewrite the ending of a book they already know. This is especially helpful for children who aren't so confident with story structures. But here, you have a structure and now you can deviate from it."

Let the child lead

"The story should always be lead by the child," says Stevens. "You should be saying, 'Oh, that's your 20th story about aliens this month... that's great. Keep going.' Whatever they write, tell them it's fabulous. You shouldn't be saying, 'Why have you spelled Mississippi with seven s's?' Don't sweat the small stuff, and never criticise grammar and spelling. School will teach them that."

Play the sentence game

"One exercise I've done in kids workshops is to turn it into a game where I write the first sentence of the story and the child does the next," says Bryon. "At home, a parent might say, 'One day the girl went to the shop.' Then the child says, 'To buy a new unicorn.' The parent then says, 'The shop was in Westfield shopping centre.' And so on. Building the story together keeps the child's imagination running, but also a sense of what you can achieve when you collaborate."

Write lists of things they like

"I do this with children who are less confident with storytelling," says Chetty. "We'd talk about foods, TV, clothes, pop stars, football players. That way, you build up a sense of what the child is interested in and then you can zoom in on one of them. List poetry is also the easiest form of poetry, like raps, chants, and even cooking recipes. It all needs structure. It's personal and purposeful and meaningful.

Help them plan their story

"So often have I met kids who are bursting with ideas, but struggle to settle on one story," says Stevens. "They'll write a few chapters of one story then lose the thread, not knowing where it goes next so they start something new. So I encourage kids to do a basic plan and work out how they'd like it to end. It only has to be a few bullet points, but that will help them finish. You can talk about the likes and dislikes of their characters, help them flesh out the world they're creating."

Read your stories out loud

"Storytelling is an inherently social exercise," says Bryon. "Telling a story, say, over the dinner table allows you to read other people's faces and find out what's interesting from your audience's reactions. For kids, reading their story to you out loud encourages them to be proud of what they've written. Plus, kids just want to make their adults proud. Anything you can do to increase the excitement and the connection between you both is great."

Always ask questions

"The prompt I aways use is, can you tell me more," says Chetty. "Tell me more about that boy. Tell me more about what happened when he went to the shop. That is a non-judgmental way of expressing interest. Rather than, 'why have you done that?' which can make them feel under pressure to please and ultimately knock their storytelling confidence."

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How to write stories with children, and why it matters

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Learning to tell stories is one of the most fundamental elements of a child's development. So we asked authors Darren Chetty, Nathan Bryon and Robin Stevens how parents can help kids to write them down.

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Guardian Foundation News Resources/Fake News

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Guardian Foundation News Resources/Fake News

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Resources for the classroom and families

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Global citizenship suggested Fiction Reading List (Early Level - 4th Level)

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Global citizenship suggested Fiction Reading List (Early Level - 4th Level)

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Fiction - Signposts for Global Citizenship

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Stories, poems and novels can be excellent tools to develop important Global Citizenship skills such as empathy and critical thinking. They can open up new worlds and support learners to understand complex global issues and how these shape the realities of people around the world.

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The Other Cultures Shed: Story Starters and Stimuli from Other Cultures with Lesson Notes

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The Other Cultures Shed: Story Starters and Stimuli from Other Cultures with Lesson Notes

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A young fisherman's meagre catch is stolen by a fox who leads him to the catch of a lifetime.

Teaching ideas
Create an emotions graph tracking the boys emotions through the eventsin the story.
- Waiting with anticipation for the first catch,
- The distress caused by seeing the injured fox,
- Anger at the fox stealing the fish,
- Chasing the fox,
- Surprise and excitement at seeing the giant fish,
- Trying to catch it,
- The catch at the end.
There are many points to discuss such as where the boy is from, why he has to fish for food, what happens t the fox at the end? Why?
Younger children could describe the giant fish, they could also mak rods and paper fish to have a go at catching themselves.

The year is 1951, the place is Korea and there is a war going on. The hero of the story is Manuk. We first see him exploring the wreck of a downed plane looking for some 'useful' bits of metal. Manuk wanders around the town on his way home, playing perilously close to the railway - using the trains to flatten bits of metal which he uses to make small toys. There are some funny moments, he throws a stone during a game and it hits a cyclist. There is a poignant moment at the end when a parcel arrives. The audience is led to assume that his father has been killed in action and these are his possessions. Manuk does not realise.

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Click on the image to view 'Day of the Dead' animation and resources.

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Malala's Magic Pencil by Malala Yousafzai / Children's Book Read Aloud

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Fairtrade Foundation Resource (Early Years)

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Fairtrade Foundation Resource (Early Years)

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'The Story of Anansi and his Sons' is a traditional West African folk story which can be enjoyed at home or in the classroom. It is suitable for children ages 7-14. The accompanying teaching notes include a guide for interactive story telling, a group activity and prompts for discussion.
About the Narrator
The audiobook is read by Jankuba, who is the older brother of Gbassay (Guardians of the Rainforest) and son of Lucia (Lucia's Story). Jankuba enjoys telling Gbassay stories in the evening and some of their favourites are those of Anansi the Spider.
Get in touch to tell us about your activities via email (schools@fairtrade.org.uk) or Twitter. Please tag @FairtradeUKEd and use the hashtag #FairtradeTogether on social media posts!

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The Story of Anansi and his Sons: An audiobook and lesson plan - Fairtrade Schools

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'The Story of Anansi and his Sons' is a traditional West African folk story which can be enjoyed at home or in the classroom. It is suitable for children ages 7-14. The accompanying teaching notes include a guide for interactive story telling, a group activity and prompts for discussion.

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Mark's Dilemma: Representation of BAME characters in stories.

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Mark's Dilemma: Representation of BAME characters in stories.

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Fairtrade Foundation Resource A Fair Story (1st/2nd Level)

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Fairtrade Foundation Resource A Fair Story (1st/2nd Level)

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A Fair Story is a short film showing the journey Fairtrade products go on, the choice we have and how Fairtrade empowers the farmers and workers who grow the products.

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The Foundation was established in 2012 by staff at The Economist who saw an opportunity to offer the company's journalistic expertise to schools, where it could have a powerful social impact. The Foundation's mission and programme were developed with extensive support from people who understood the needs of disadvantaged young people and the UK education system.

We began Burnet News Club in just six schools in 2013. We hope the impact and fast growth that we have seen since then is just the start of our story. We are ambitious about reaching many more young people and communities in the coming years, and growing the network of inspiring partners and supporters who are with us on our mission.

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The Economist Educational Foundation - Giving young people should have the opportunity to understand and have their say on current affairs, so they can make informed choices and give sound input on issues affecting their lives.

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The Foundation was established in 2012 by staff at The Economist who saw an opportunity to offer the company's journalistic expertise to schools, where it could have a powerful social impact. The Foundation's mission and programme were developed with extensive support from people who understood the needs of disadvantaged young people and the UK education system.

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Disability Literacy in the Primary Classroom

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Disability Literacy in the Primary Classroom

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Dr Sian E Jones and Dr Clare L Uytman, from Queen Margaret University, Edinburgh share ways to develop disability literacy in the primary classroom.

Imagine this. A whole room of deaf sign language users chatting animatedly. A hearing man walks in. He can't sign. He tries to make conversation but cannot make himself understood. Who is disabled?

This discussion forms part of our new resource which aims to build teacher and pupil confidence and literacy around disability. Partnered with the not-for-profit company Toy Like Me, we have been working on these resources for a number of years. Our research shows that the resources change primary school non-disabled and disabled children's perceptions of disability for the positive: but what does it involve - and why do we need them?

Why is this important?

We started against a backdrop of research showing that disabled people are not frequently represented in children's classrooms; in the wall displays, in their curriculum materials, in libraries. Alongside that, research told us that teacher confidence, when it comes to talking about disability with their learners, is low. As a disabled researcher, Sian knew that to be true from her own classroom experiences. Support for education professionals is still very much lacking, in having those discussions with learners, and building confidence, disability literacy, acceptance, and belonging.

"Research by Dr Sian Jones has found that after playing with disabled toys for just three minutes, children develop more positive friendship intentions towards their peers with disabilities."

What we did

Our resource is centred around a chatty pack, to get children thinking and talking about disability. With links to Experiences and Outcomes aimed at second level learners, our approach is one where disability literacy can be embedded by education professionals into their existing practice, rather than something extra to add to the curriculum.

The resource starts with a series of videos. These highlight the Social Model of Disability - that is the level of 'disability' a person experiences based on the environmental, social and attitudinal barriers around them - in which the resources are grounded and links to the Professional Learning Framework themes of Equality, Rights, and Relationships, as well as to key reflective questions around learner identities in the National Framework for Inclusion.

"If you took your learners on a learning journey through your school corridors, where and how would they see disabled people represented?"

The resources focus on a collection of twelve images representing toys that have an impairment; Olaf has a cochlear implant and Barbie has a prosthetic limb. The class activities, give key subject knowledge for educational professionals alongside conversation starters for learners and encourages playful conversations with learners.

These resources are intended as a guide for practice. Having started the conversation, we'd like you to think about your local context. Is your local playground accessible to all children? Can you redesign it, if it isn't? If you took your learners on a learning journey through your school corridors, where and how would they see disabled people represented?

"The resources focus on a collection of twelve images representing toys that have an impairment; Olaf has a cochlear implant and Barbie has a prosthetic limb."

Call to Action

We started with children's toys, and imagination, but we know that there is scope for much more. How do you think you could use the resources we have made in your practice? Are you interested in developing our resources further, as part of your professional practice? If so, please get in touch by emailing This email address is being protected from spambots. You need JavaScript enabled to view it.

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Toys that Teach - Stride - online magazine for global citizenship in schools

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Dr Sian E Jones and Dr Clare L Uytman, from Queen Margaret University, Edinburgh share ways to develop disability literacy in the primary classroom.

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Letter Writing Inspiration from Poet Rutendo Tavengerwei

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Letter Writing Inspiration from Poet Rutendo Tavengerwei

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Rutendo Tavengerwei is the author of the poem The Store Full of Magical Things featured in The Book of Hopes. She has also written young adult novels including her Carnegie nominated debut, Hope is our Only Wing and The Colours that Blind.

Edited and curated by Katherine Rundell, The Book of Hopes includes stories, poems and illustrations from many celebrated children's writers and artists. Originally launched during the first lockdown, The Book of Hopes aims to comfort, inspire and encourage children, instilling hope and supporting their wellbeing.

In this video, Rutendo Tavengerwei reads her poem, and sets children a task to write a letter to a friend or family member, sending them "a smile that can never fade".

Watch the video

Supporting activities

You can find learning resources for The Store Full of Magical Things, as well assembly plans and activities based on different stories and poems on our Book of Hopes - recovery curriculum resources page, developed in partnership with Twinkl.

The benefits of letter writing

National Literacy Trust research in to letter writing among young people uncovered far-reaching connections with literacy engagement and wellbeing, including that:

Children and young people's letter writing has risen in popularity, with 36.7% of children and young people writing letters in their free time, compared to 28.9% in 2011

Children are mostly writing letters to stay in touch with family and friends (52.7%) or to make the person they are writing to happy (47.8%)

Children also say that writing letters makes them feel happy (33.8%) and helps them express their feelings (30.7%)

Teaching letter writing in the classroom

This video provides a perfect prompt to tap in to these literacy and wellbeing benefits. In particular you may wish to consider:

Formal and informal modes of writing, such as letters for job applications - see our careers resources - and letters written to family and friends.

Tailoring writing for specific purpose and audience

The conventions of letters, such as opening with 'Dear' and ending with 'Yours sincerely'

Composition skills - can pupils' writing conjure up a scene through description, generate empathy, spark questions or persuade?

You can find much more about letter writing, along with links to great writing models and activities by exploring our resources for My Dear New Friend.

Literacy and wellbeing

You may also want to explore our range of our resources designed to help you support wellbeing through literacy teaching.

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Rutendo Tavengerwei - inspiration for letter writing | National Literacy Trust

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Support wellbeing and writing with this challenge from author Rutendo Tavengerwei.

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Oxfam Nelson Mandela Resource: The difference between fact and opinion 

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Oxfam Nelson Mandela Resource: The difference between fact and opinion 

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This series of lessons is suitable for use with 6-8 year olds and helps your learners to explore their experiences of bullying. Using themes such as fairness, hurtful statements, feelings, and resolutions, the lessons explore the relations between events, the reasons why things happen, and the nature of a plot. Note: Some of the activities [...]

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Nelson Mandela: Help learners explore the difference between fact, fiction and opinion - Oxfam Policy & Practice

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Explore the life of Nelson Mandela (1918-2013) and the differences between biography and autobiography. Use this resource for 7-11 year olds to support speaking and listening, and develop critical reading and writing skills. Discuss the difference between explicit and implicit points of view, as well as the differences between first and third person narration.

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Oxfam Message in a Book Letter Writing Activity

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Oxfam Message in a Book Letter Writing Activity

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Message in a Book: Learn about and support Oxfam’s work - Oxfam Policy & Practice

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Help young people to raise awareness of how communities around the world are working with Oxfam and partners to beat poverty now and forever. This action guide for ages 7 to 14 provides a fun way to engage learners with persuasive writing, literacy and active global citizenship. Message in a Book asks learners to collect […]

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Range of Literacy Activities from Early level to Second Level to support Anti-Racist Education

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Range of Literacy Activities from Early level to Second Level to support Anti-Racist Education

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140 Ideas and Resources | The PART Project

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Fairytale Planner with a Global Citizenship Approach

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Fairytale Planner with a Global Citizenship Approach

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Creativity Resilience and Global Citizenship

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Creativity Resilience and Global Citizenship

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Heroes of our own stories

The staff, pupils and parents of St. Albert's would like to thank you for being interested in our stories.

The 'We Can be Heroes' project was launched in early 2020. The aim was to write new stories and publish them as books. These books were written by our pupils in collaboration with some amazing authors. We wanted to write new stories that featured children like the children in our school, with the same names, the same community, the same experiences. There weren't enough books like that around for us to read.

All profits from the sales of these books are going back into our social enterprise which aims to continue to write more stories like these. In 2022, we completed a Phase 2 of the project, working with parents as well as pupils this time to create more books reflecting our community. This was funded by the Scottish Library and Information Council School Library Improvement Fund. See our posts to see all the elements of the project.

This social enterprise model won the Social Enterprise Academy's Glasgow Dragon's Den in 2020/21 and went on to win a National Social Enterprise Champion Award. This work also helped St. Albert's to win a Scottish Education Award in Curriculum Innovation and be shortlisted for a SAMEE Award.

Although our writing phases are now complete, the campaign continues. This year, we hope to link with the British Council's 'Our Shared Cultural Heritage' programme and to disseminate our books and our learning to other schools with pupils from similar backgrounds like us.

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We Can be Heroes - a social enterprise project

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The staff, pupils and parents of St. Albert's would like to thank you for being interested in our stories. The 'We Can be Heroes' project was launched in early 2020. The aim was to write new stories and publish them as books. These books were written by our pupils in collaboration with some amazing authors.

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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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Signposts Global Citizenship Resource Website

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Signposts Global Citizenship Resource Website

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Practical resources to support active and participatory learning on global issues