Meghan Byers

Curriculum Development
During my probation year at Boclair Academy, I successfully taught a wide rnge of subject material across all year groups, from BGE (S1, S2, and S3) classes to National 5 and Higher qualification levels. This experience has allowed me to build a broad and in-depth understanding of my subject area and the associated certificated courses. I have developed and planned BGE Modern Studies, History, and Geography courses aligned with the Curriculum for Excellence (CFE) Experiences and Outcomes. These courses incorporate a variety of pedagogical approaches, including pupil-led learning, group and paired work, active, visual, and digital learning, to ensure that all pupils can access the curriculum and are appropriately challenged. This approach reflects the Catholic ethos of ensuring equity and access to education for all students, allowing every individual to reach their full potential.

I independently developed and implemented engaging BGE Modern Studies courses, including S1 Democracy and Dictatorships, S2 Human Rights, and S3 Crime and Law. These courses were designed to promote critical thinking, foster debate, and encourage reflection on justice and human rights, and develop analysis and evaluation skills. I also designed and developed course materials for both National 5 and Higher Modern Studies courses, covering topics such as USA, Democracy and Crime and Law including detailed resources, assignments, and presentations. A key aspect of my role was independently creating the National 5 Prelim Exam, which enhanced students' understanding of SQA assessment standards while providing them with valuable practice for their exams.

Resource Organisation
In my classroom, I consider myself a key resource, creating a structured and productive learning environment. By maintaining consistent routines and setting clear expectations, I create a space that allows students to thrive and engage fully in their learning. I empower students by co-constructing success criteria at the start of each lesson, enabling them to take ownership of their learning. This aligns with the Catholic values of dignity and self-determination, where students are encouraged to take responsibility for their learning in a way that promotes personal growth and development.

I use a variety of resources, including Promethean boards, whiteboards, and digital platforms, to support interactive and inclusive learning. Through differentiation, I ensure all students are appropriately challenged, reflecting the Catholic ethos of nurturing each student's unique potential. I also incorporate formative assessment and real-time feedback to provide timely support, aligning with Catholic social teaching by caring for each individual and guiding their educational journey.

Skills and Relationships
Building positive relationships with students is central to my teaching approach, as I believe that strong, trusting relationships are key to motivating and engaging students in their learning. In line with the Catholic ethos, I place significant emphasis on the importance of empathy, respect, and inclusivity in my classroom. I aim to ensure that every student feels valued and supported, aligning with the Church’s teachings on the dignity of the person and the importance of community. I implement strategies such as differentiation, offering pupil choice, and using a variety of learning activities to ensure that every student can succeed and feel motivated to engage with their studies.

I also work hard to foster an environment where students feel safe and encouraged to share their ideas, ensuring that all voices are heard, and every student is given the opportunity to contribute. This mirrors Catholic values of community, respect, and dialogue, where each individual’s contribution is celebrated.

Wider Achievement and Leadership
In addition to my classroom responsibilities, I am deeply involved in a range of extracurricular and leadership activities that contribute to the broader development of students, rooted in the values of compassion, service, and inclusivity, which align with Catholic ethos principles.

I have led my own CLPL session focused on overcoming barriers faced by EAL students, where I shared strategies for supporting language learners in the classroom. This initiative was grounded in the Catholic teaching of ensuring that every child is seen and heard, regardless of language or background. Additionally, I completed training in Mental Health First Aid and achieved an SQA Award, further equipping me to support students' emotional well-being and foster a nurturing and supportive environment.

I am also involved in community-based initiatives such as the Breakfast Club and the FairShare initiative, where I volunteer to support students and families in need. These programs reflect the Catholic ethos of compassion and care for the wider community, helping to ensure that all students feel valued and supported both in and out of the classroom.

As part of my commitment to enhancing academic achievement, I have led the Senior Phase Supported Study block and Easter revision sessions, providing tailored 1-1 interventions to help students who need extra support in preparing for exams. This hands-on approach has contributed to improved outcomes and reflects my dedication to guiding students through their educational journey.

Furthermore, I have contributed significantly to the Rights Respecting Schools initiative as a member of the Rights Respecting School Working Group, where I chaired the UNICEF meeting that resulted in our school achieving the Silver Award. This work aligns closely with the Catholic values of justice, dignity, and respect for all students, ensuring they are treated fairly and with integrity.

In my role within the Achievement Resource Centre (ARC), I offer tailored support to students facing well-being challenges or other barriers to learning. This role allows me to work with students who need additional guidance, ensuring they have equal opportunities to succeed. My work in the ARC aligns with the Catholic ethos of supporting the marginalised and ensuring every child is given the resources and opportunities to thrive.