Tha na Slatan-tomhais airson Slàinte agus sunnd a nis ri fhaighinn ann an Gàidhlig aig:
The Gaelic version of the Benchmarks for Health and wellbeing are now available at:
Tha na Slatan-tomhais airson Slàinte agus sunnd a nis ri fhaighinn ann an Gàidhlig aig:
The Gaelic version of the Benchmarks for Health and wellbeing are now available at:
Tha na Slatan-tomhais litearrachd is Gàidhlig a nis ri fhaighinn ann an Gàidhlig aig:
The Gaelic version of the Benchmarks for literacy and Gàidhlig are now available at:
Last September schools in Midlothian undertook an innovative and exciting new project which would allow them to transform the way that they learnt in their classrooms. Through consultations with local architects, extensive research and planning in their classrooms the schools created their own inspirational learning spaces!
Throught the year the classes had the opportunity to undertake various projects which would help develop and enhance by their new learning spaces. The first project was a STEM eco-classroom project. This is a project created by the Engineering Development Trust to help the pupils to develop their science, technology, engineering and maths skills. During this project, the pupils were challenged to build an eco-friendly classroom. They needed to research eco-friendly classrooms that have already been designed in schools and then use this research to create their classroom in a way that helps the environment.
In an exciting opportunity for the schools, teachers were invited to a training session with VEX Robotics. During the session the teachers got to use programmeable robots, making them move, make sounds and flash their lights! This wasn’t just for the teachers as they went back to school and used the robots with the pupils who could programme them straight from their iPads. In March pupils from two Midlothian primary schools – Loanhead and St David’s – travelled to the National Exhibition Centre in Birmingham to take part in the VEX Robotics UK Challenge. The VEX Challenge requires teams to program robots to carry out a series of complex tasks while competing against 40 other teams from all over the UK. Both schools won awards for high level of competancy in programming their robots!
The final project that the schools undertook was a CSI inspired activity where the pupils had to solve the Mayberry Mystery Crime. They visited the Mining Museum in Newtongrange which was the scene of a terrible crime and using their skills they had to solve the mystery and name the culprit. To help keep the pupils working together they used a Yammer group to keep their investiagtions up to date!
Throughout the year lots of exciting work went on in the newly designed classrooms and you can find out more on the mi:Space Blog – https://blogs.glowscotland.org.uk/mc/mispace/
A blog by Lorna Harvey, Acting Senior Education Officer
for Numeracy and Mathematics
Last year ( August 2016), we published draft Benchmarks for literacy and English and for numeracy and mathematics with the aim of providing clarity on the national standards expected at each level of the Broad General Education. We wanted to make clear what learners need to know and what they need to be able to do to progress through the levels, and to provide guidance that would support consistency in teachers’ and other practitioners’ professional judgements.
By publishing the Benchmarks in draft, we wanted to ensure we had time to consult with the very people who would be using the Benchmarks. We were committed to developing guidance that would hit the mark and achieve our aim of providing clarity.
From the outset we were keen to hear from as many practitioners as possible and we wanted to make sure anyone wishing to provide feedback felt confident that they could be as open and honest as they wished. To achieve that we set up an anonymous online consultation, but we also planned a number of face-to-face sessions allowing for more depth to our discussions and the opportunity for people to ask questions.
A number of National Network events provided opportunities for practitioners from across Scotland to contribute to this consultation process. This included the National Literacy Network, the National Numeracy Network and the Principal Teacher/Faculty Head Forum for Mathematics. Colleagues from SQA were involved in many of these discussions.
Some people decided to get together with colleagues and offer suggestions, while others wanted to provide their individual response. Whichever way people chose to provide feedback, it was extremely valuable. It was great to receive insight based on practitioners’ engagement with the Benchmarks in their education setting.
Together with my colleagues across Education Scotland , I worked on collating the results and analysing the feedback before making relevant changes to the Benchmarks. A number of stakeholders had offered to be involved in further consultation so we shared the updated Benchmarks and gathered more feedback as part of the process.
And then we had them. The final Benchmarks, shaped by practitioners and providing the clarity that we had been aiming for. A real collaborative effort.
We have now published the Benchmarks on our National Improvement Hub and would encourage practitioners to familiarise themselves with the documents before they begin using them in their setting. It’s also worth having a look at the ‘change’ documents we developed which clearly show where changes have been made from the drafts. There is also a frequently asked questions document.
We have uploaded a broadcast on the National Numeracy and Mathematics Hub which provides background information, advice and guidance on using the Benchmarks. The majority of this broadcast is relevant for all practitioners and there is a specific numeracy and mathematics input also. This broadcast could be used at an In-Service day in August to raise awareness of the Benchmarks and support professional discussion and planning.
We will be providing seminars at the Scottish Learning Festival in September as well as a Yamjam – where practitioners are invited to engage in an online discussion about the Benchmarks.
We would like to say a huge thank you to all the practitioners who supported the consultation process, working with us and engaging with the drafts to provide valuable feedback to help shape the final documents
What’s the Big Idea?
The 2017 Edinburgh International Book Festival Baillie Gifford Schools Programme challenges young minds to question, imagine and wonder. The programme brings together well-established writers, illustrators and performers from every corner of the globe, along with some shining new talent.
The programme is full of activities that will entertain, educate, enthral and inspire everyone from P1 pupils to teens and teachers, including events with bestselling illustrator Kristina Stephenson, Olympic cyclist Chris Hoy, picture book events for the youngest primary school pupils, and a Relaxed Event for pupils with Additional Support Needs.
You can find more information, download the full programme and book tickets on the Book Festival’s new Learning Site: learning.edbookfest.co.uk
As we approach the summer holidays, Scottish Water would like to make all parents and their children aware of the water safety code.
Water safety is a priority but especially during the summer months when children spend more time outdoors.
Scottish water would encourage teachers to take the time to access the Go Safe Scotland resource and deliver a water safety lesson before the summer break.
For more information go to Go Safe Scotland – Water Safety.
Join us live on Monday 19th June at 2pm from Fairbanks where they are preparing for the next leg of their journey.
If you unable to join us for the live event you can always catch up with the recording at another time – Glow TV’s Watch Again.
E-Sgoil offers schools a digital learning solution to increase the breadth of programmes and pathways on offer to young people as part of Curriculum for Excellence. You are invited to a seminar at the Scottish Learning Festival at which Angus MacLennan, Headteacher of e-Sgoil will share an evaluation of some primary and secondary pilots that e-Sgoil ran in their first year. Advice will also be available on how e-Sgoil can increase learning through the medium of Gaelic at the secondary stages. Information on how to register for this seminar, and the festival programme, are available here.
By Joan Esson, HM Inspector and Lead Officer for inspection of Gaelic Medium Education
The recently published report, ‘Quality and Improvement in Scottish Education 2012-2016’ (QuISE) highlighted a number of key areas of strengths and aspects for improvement from 3-18 Gaelic Medium Education (GME) inspections. You can read the chapter relating to GME on our website.
It was a great privilege to review our inspection findings for GME and evidence how the sector is developing. The approaches that are used in GME are a very effective example of language learning in Scotland. Children learn the language to a high level of fluency which enables them to access learning through Gaelic, while achieving expected attainment levels in all areas of the curriculum.
Overall, inspectors found that most children and young people in GME were making good progress in developing their fluency. By the senior phase, attainment in Gàidhlig as a subject is strong. Interest in the role of Gaelic (Learners) as an additional language, and the development of GME in some areas of Scotland, is growing.
In this blog, I would like to consider three areas that should be given initial consideration in using the QuISE report as part of the improvement journey for GME.
Education Scotland aims to support practitioners as they build capacity for improvement. The QuISE report presents an important source for practitioners’ use in self-evaluation. The chapters for early learning and childcare, primary and secondary, should be used along with the one on GME. Education Scotland’s Advice on Gaelic Education gives a strategic guide to what constitutes high-quality national practice, some of which now forms statutory Guidance. Taken together with self-evaluation frameworks, practitioners have a rich resource to enable an in-depth focus on Gaelic. Senior leaders, along with other practitioners, should take time to use these resources for self-evaluation. In future inspections, we would like to evidence improved leadership of GME, with Gaelic being at the heart of strategic planning and part of continuous improvement.
2. Closing the attainment gap
An important outcome of GME is that children attain equally well, or better, than their peers in English medium education. This gives parents confidence in GME for which we need to have a relentless focus on high-quality attainment and progress. In our forthcoming inspections, we would like to see practitioners, and indeed the children and young people themselves, being clearer on their progress and how to improve further. To clarify expectations, teachers assisted us in designing Benchmarks for literacy and Gàidhlig. These need to be used in the joint planning of learning, teaching and assessment; for monitoring and tracking of progress and in the moderation of standards.
At all times, practitioners have an important role in interacting skilfully with children, while modelling good immersion techniques to help children acquire the language. Practitioners’ skill in doing this impacts on children’s fluency. Playroom experiences are threaded together and given direction with a curriculum framework that promotes continuity and progression.
Education Scotland’s Advice on Gaelic Education (particularly chapter 7), coupled with Building the Ambition, (particularly chapters 6 and 7), present practitioners with effective pedagogy for early learning in GME. Building the Curriculum 2 details children’s natural disposition “to wonder, to be curious, to pose questions, to experiment, to suggest, to invent and to explain”. In the immersion playroom, practitioners will engage in short periods of activities that they will lead as part of children’s intended learning. At other times, children will be choosing what they play which they may initiate as they follow their interests, or be an experience planned by practitioners.
If we are to close the attainment gap in GME, we need to recognise the early gains from a strong total immersion experience as part of early learning and childcare. For this, children need to hear and absorb very fluent Gaelic across a range of play contexts. Practitioners’ quality and frequent interactions are key drivers in helping children to acquire fluency as they foster learning which is creative, investigative and exploratory.
3. Improving the leadership of the GME curriculum
The QuISE report highlighted that our strong primary GME provisions are clear on the correlation between immersion, fluency and impact on attainment. At the secondary stages, there is still more to do to ensure young people have enough opportunities to learn through Gaelic. We recognise in the QuISE report that there are challenges from shortages of Gaelic-speaking practitioners. However, we ask for more of a solution-focused approach. Our Advice on Gaelic Education (particularly chapters 9-13) gives strategic direction to the development of the GME secondary curriculum.
In our forthcoming inspections, we would like to see much more prominence given to those learning in GME as a group for whom pathways need to be developed. It would be useful to continue to develop a shared understanding of how Curriculum for Excellence, with its emphasis on the totality of learning, may be maximised for GME. Speakers of Gaelic are a key driver in planning the curriculum. Could more of our Gaelic-speaking practitioners in schools be delivering some aspect of the curriculum in Gaelic? Could they, for example, be encouraged to deliver a subject, club, universal support or an opportunity for achievement through Gaelic? The African proverb, “It takes a village to raise a child” chimes with the need to increase the role of partners in the GME curriculum. A good starting point would be for curriculum planners to know who their Gaelic-speaking partners are, and begin to ascertain how they can assist with planning and delivery of learning.
Finally, I would like to invite you to a seminar at the Scottish Learning Festival which focuses on how technology can increase learning through the medium of Gaelic. e-Sgoil presents a digital solution to delivering the curriculum. The headteacher of e-Sgoil will share an evaluation of some pilots that ran this year. Information on how to register for this seminar, and the festival programme, are available here.
1. Using food as a context to raise attainment & close the gap
Scottish Learning Festival Thursday 21st September 10.45am – 11.45am
Using exemplars from schools across Scotland, this workshop aims to empower practitioners to consider innovative and creative ways in using food as a context for promoting equity and excellence for our children and young people. Hear from teachers and partners who have implemented and measured positive change using food at the heart of learning.
2. Food & Health Benchmarks now published on the National Improvement Hub
3. Progression of skills exemplar Skills at the Heart of the Curriculum
These short videos demonstrate the progression of skills in one primary setting, looking at the experience from a range of key stakeholders.
4. BNF Health Eating Week 12 to 16 June 2017
Is your school registered for BNF Healthy Eating Week? To date, an incredible 8,038 nursery practitioners and primary/secondary teachers have registered for BNF Healthy Eating Week 2017.
Register now and you will receive a number free resources, as well as the opportunity to join in health challenges and cook-a-longs!
Guidance for schools and local authorities to demonstrate compliance with nutrient standards can be found on the National Improvement Hub.
Hospitality: Practical Cake Craft http://www.sqa.org.uk/sqa/56929.html
Hospitality: Practical Cookery http://www.sqa.org.uk/sqa/47439.html
Between April and September 2017, SQA are running a programme of subject specific webinars which focus on the requirements of the revised National 5 course assessments being introduced in 2017-18.
For some subjects, SQA are publishing audio presentations that cover the same content as webinars. These will be published between May and September 2017. http://www.understandingstandards.org.uk/Subjects/Hospitality
The Royal Environmental Health Institute of Scotland (REHIS) is Scotland’s awarding body for a number qualifications in Food Safety, Food and Health, Control of Infection and Occupational Health and Safety. REHIS has worked in partnership with Food Standards Scotland for many years to make the Elementary Food Hygiene Course and Introduction to Food Hygiene Course available to secondary schools all over Scotland. For further information please contact email@example.com or 0131 229 2968.
Video resource looking at what the food industry is doing to reduce sugars in food.
Food Standards Scotland (FSS) is running a competition inviting P4-P7 pupils from Scottish primary schools to design and draw a healthy and balanced packed lunch based on the Eatwell Guide and using our Munch That Lunch Guidance. The full briefing and entry form can be accessed online via www.foodstandards.gov.scot/teachers
To receive regular updates about Let’s Get Cooking, we invite you to register as one of our friends Let’s Get Cooking
The College Development Network (CDN) Food and Drink Industry Expo is designed for education practitioners, pupils and students. This hands-on event showcases the opportunities available in a fast-growing sector. The Food and Drink Industry offers careers in:
Design and innovation
Product development and production.
The event takes place 1300 to 1800 Thursday 14 September at Murrayfield Stadium, Edinburgh.
Questions or queries about food education?