Luke\’s RMPS Blog

‘Two hundred years ago, William Wilberforce was one of those who realised the true horror of the slave trade. It was right under his nose. It was the backbone of the British economy. It was wrong. And it was growing…’ Daniel Bedingfield reminds us in a Stop the Traffik promotional video. The fact that the slave trade is still very much alive is one which is extremely frightening. 2.4 million people are involved in this industry and are prevented from possessing the basic dignity and human rights they deserve.

In several of my lessons this week I’ve been focussing on the issue of Human trafficking, its causes and its effects. Pupils are engaging well with the issue and many, like myself, have been stirred to action. Please feel free to use a PowerPoint I have made to accompany the campaign. Also, I urge you to sign an online petition calling for an end to slavery once and for all. Visit www.stopthetraffik.org. Thanks!

Knox Academy has once again triumphed in the annual East Lothian inter-school RMPS quiz. S1 and S2 Pupils were ecstatic when they received news of their victory. Individual rounds were based on information learnt from a number of websites, including BBC Religion & Ethics and Show Racism the Red Card. We are looking forward to celebrating pupil success (and keeping the impressive RMPS Quaich for another year!).

I’m currently updating and enhancing a unit on ‘War’. The topic is fascinating me and one which pupils are engaging well with. So far we’ve discussed the value of warfare as a means of conflict resolution (using Saving Private Ryan, Omaha Beach scene as a resource), analysed the cause and effect of war (including both social and environmental implications), and examined Just War Theory (critiquing the classic Bob Dylan song ‘Masters of War’). One resource I’m finding invaluable in aiding me to successfully teach this unit is www.dailywarnews.blogspot.com. This blog, informs users of the daily events in Iraq (be warned, it will shock and disturb). Pupils are also using this blog to track and critique developments. Please let me know if you have any further suggestions or comments.

Knox Academy has relaunched Duke of Edinburgh. The Broze Award is being piloted with a group of six S3 pupils. Pupils who are participating had to complete an application form and write a personal statement before they were entered into the award. All involved seem to be really enthusiastic, and personally I’m looking forward to the challenge - I’ve even volunteered to assist with Kayaking Club + enrolled myself into the Gold Award. If anyone has any good routes for use on the award please let me know.

This week in the department we have been celebrating Chinese New Year - the Year of the Pig. This has been a great opportunity for us to build links with the school’s Chinese teacher. Pupils have been finding out more about Chinese culture and have even had the opportunity to try making some traditional Chinese recipes. Again, I feel such practice demonstrates just how effectively the cross-curricular emphasis of A Curriculum for Excellence can operate in schools. Three subjects, across faculties working together > needless to say I’m excited about further developments.

Recently the RMPS department at Knox have signed up to take part in this year’s Learning for Life poster competion. The competition, which was originally envisaged by David Lorimer encourages pupils to think about and reflect on their life and the lives of others.
The resources which accomany the Learning for Life poster competion are fantastic and, even better, they are all free. Additionally, a well produced and maintained website is central to the initiative and pupils are encouraged to use the website whilst making their posters. This can be to gain information about notable historical figures or to find out more about personal qualities and philosophies of life. To find out more about Learning for Life visit the website - www.learningforlife.org.uk

Apologies for the lack of posts over the past few days - life is becoming increasingly busy. This weekend we took Higher RMPS pupils to Samye Ling.
Samye Ling is a Buddhist Monastery in the Scottish Borders. I think I can speak for both staff and pupils when I say this, we had a fantastic time (despite the predictability of the Scottish weather). Pupils were able to interview a monk, get a tour of the impressive temple and try out some Buddhist meditation. For someone who is not used to such exploits I think I did pretty well (despite falling asleep during lying meditation). For teachers interested in taking pupils to Samye Ling, visit www.samyeling.org.

It doesn’t seem long ago that I was told ‘these are the most important exams you’ll ever sit,’ which makes preparing pupils for them a bit unnerving. Today I have been assisting in the Learning Support base. The experience was an altogether humbling one and I’ve got to admit, I struggled helping a pupil complete a General Maths paper.
After my time in LS I taught a revision lesson to my Int2 class in preparation for their NAB.
A really helpful resource that Liane Adam (fellow RMPS teacher at Knox) has introduced me to is ‘the dartboard.’ Pupils have various Buddhist concepts on green cards and they have to place them on a dartboard depending on their importance. Terms which are of great importance are placed near the centre and less important terms are placed towards the edge. This method of formative assessment is useful as it involves pupils communicating with one another before a group feedback session, giving them more confidence to vocalise their opinions to the whole class.
Core S4 have began studying the Derek Bentley case, again a highly recommended resource to use is ‘Let Him Have It’, a film which tells the story in an engaging way.

Students from the Intermediate 2 class appeared to have enjoyed their experience at Edinburgh University yesterday. Two of them even expressed an interest in furthering their study of Religion and Philosophy. A point that I often find discouraging with the Intermediate 2 class is their lack of faith in themselves. They appear to have an inbuilt mechanism that constantly tells them ‘they can’t achieve.’ Such an attitude was displayed when they spoke about going to university… ‘But we’ll never go there.’ ‘Why?’ I Ask – ‘Because we’re thick.’ Its hard pinpointing where, exactly, this belief has come from, but I’m trying my hardest to change it. I’m wondering whether any other teachers of Int2 pupils have the same problem. If so, please share your comments.
The Standard Graders appeared more willing to revise today. However, it is proving hard to decipher what topics they are familiar with. The problem, I believe, with the Standard Grade course is its layout. Pupils are examined on material that they have learnt up to one and a half years previously. Even for an honours level student it would be a challenge to retain that amount of information. I am a firm believer that the Intermediate examination system is better suited to learners’ individual needs. Regular NABS ensure pupils are examined whilst information is still relatively fresh in the pupils mind. Additionally, a NAB ensures pupils who are struggling with any aspect of a course can receive additional support they may need in order to raise their attainment. When a pupil is being examined near the end of a course, it is heard to rectify any problem areas that might appear. What do you think?
Finally, on a lighter note, I was asked to be a food taster and critic for pupils entering the Future Chef competition. Although, initially, I was slightly apprehensive I must say I was blown away by the quality and presentation of the food. The Home Economics Department at Knox Academy should be commended for the hard work they put into preparing pupils for the competition (don’t read that the wrong way).

Yes, the blogging phenomenon is infectious and I have caught it. I don’t know if this will ‘revolutionise’ my teaching career as Don Ledingham suspects but I’m willing to give it a try.
Today has been an interesting one. Classes wise it is my busiest day. First thing this morning I taught my 4th year standard grade class. The lesson (on Christian beliefs about the Incarnation) went well but I’m beginning to wonder who is more nervous about the impending prelim, them or me. Although there is a good number taking the course (17 pupils) it is definitely a mixed ability class and it is proving a challenge to cater for the variety of levels and learning styles present in the class. I am wondering whether to seat pupils according to ability, or would this just segregate the class further?
The Int2 class was fairly empty since the majority of pupils were attending the New College (Edinburgh University’s School of Divinity and Religious Studies) open day. Those who were left watched the final instalment of Seven Years in Tibet, which has served as a great resource to introduce both the Dalai Lama and the Chinese occupation of Tibet.
Core 4th year are continuing their unit on Capital Punishment. This week we are looking at the Moors Murders and I must say pupils have been stunned and shocked by what they have learnt. It’s always a surprise when a whole class is, literally, speechless. One pupil commented how Brady and Hindley were ‘beyond punishing.’ This eventually led to a stimulating debate about how someone who doesn’t believe they have done anything wrong should be punished.
Core 1st year last thing on a Wednesday is always a bonus. The class are amazing and have engaged well with the course so far. Today we continued looking at Ultimate Questions and pupils freely discussed a range of issues from ‘life after death’ to ‘is there a God?’ They were actually keen to do a homework assignment on today’s topic. (What is going on with the world?!)