An excellent resource to set up a debating team or club. It can also be used in your classroom to discuss all manner of things to do with your curriculum.
Calderglen High School’s Art, Design & Technology Faculty hosted its very first ‘Day of Design’. Initially inspired to participate in a Global Day of Design in order to raise the profile of the faculty, the team at Calderglen quickly grasped the opportunity to do more, much more!
Find out more in the school’s Day of Design Newsletter about their exciting partnership with Notosh and Scottish Power to challenge their pupils in problem solving and solution focused thinking in the school’s
In order to reflect on the entitlements of learners outlined and the expectations on teachers and practitioners outlined with in the Career Education Standard the following toolkits have been developed:
- self evaluation wheel on the CES 3-18 expectations
- CES 3-18 reflection tool L Entitlements
- CES 3-18 reflection tool L Entitlements and infographics
These can be used in conjunction with a wide range of other resources and exemplifications collated for easy access on the DYW Summary Page of the National Improvement Hub.
Code Club – A great resource to learn how to code
I’ve written about ‘doing things differently before’ particularly when it comes to education and the building of schools. A couple of years ago a stumbled across an intergenerational care home and nursery (pre-school) that had been set up in Seattle, USA.
“The children trot in and they love it. They dance and they prance. And we love it too,” beams Anna Platman, 93, who has been a resident of the care home for nearly a year. “Being old has its moments. But for the hour or so you forget that you’re away from your own family.”
Innovations like this make so much sense particularly in areas of Scotland (and other parts of the world) where there is a rapidly aging population and where at the same time the Government has made bold commitment to increase the amount of free childcare to 1,140 hours per year (30 hours per week) by 2020.
As well as the social benefits of intergenerational working there will be obvious academic benefits as well. For example we know that Back-and-forth exchanges boost children's brain response to language which in turn develops literacy rates - but for these back-and-forth exchanges to occur you need more people to talk to the young children (a ratio of 1:10 just won’t cut it). There will be other subtle benefits as well, such as young people learning about mobility, disability (eg: hearing impairment) and loss.
This booklet presents findings from a research collaboration between Tufts University, members of the CEEO, the International School of Billund (ISB), and the LEGO Foundation that focused on how making and makerspaces can promote playful learning in schools. It is intended to help educators, administrators, and researchers continue to explore how students can learn by designing and making things.
Over the course of 2-years, researchers from Tufts partnered with teachers and students from ISB to explore different aspects of making and makerspaces in schools. These included early childhood makerspaces, appropriate tools, technologies, and materials for making, and ways of thinking about assessment, narrative, and representation in making processes.
The document "tells the story of making" at ISB, and offers vignettes and guiding principals for making engineering playful in other schools across the world.
In December 2017 the Dundee Rep Theatre ran their Enterprise @ the Rep project which saw 73 young people work with more than 30 members of staff and visiting artists across 10 departments over 2 days.
Now in its 9th year, this unique project sits at the heart of our core mission to embed Creative Learning practices across the Rep theatre, enabling us to not only develop greater creative opportunities for a range of participants, artists and staff but to also raise the ambitions and aspirations of young people across the city.
Find out more about this inspirational project and its impact by watching the following film clip:
Make the connection with the Work Placements Standard!
To celebrate the Year of History, Heritage and Archaeology, Education Scotland organised a Scots language creative writing competition inviting pupils to write a poem or short story in Scots.
We received a great selection of entries from across Scotland and we’re delighted to announce the winners:
- Tris Davidson – Comely Park Primary School, Falkirk
- Eliot Wearden – Biggar High School, South Lanarkshire
- Mackenzie Reilly – Airdrie Academy, North Lanarkshire
- Sarah Green – Keith Grammar School, Moray
The winning entries were all chosen for their excellent use of Scots vocabulary as well as demonstrating the skills and commitment required to write in Scots. They also showed creativity through the range of subject matters, from space fiction to the Loch Ness Monster and the adventures of Pickles the cat.
Having received such a high standard of entries, four runners-up have also been selected for their creativity and dedication to writing in Scots. The runners-up are:
- Euan Hendry – Comely Park Primary School, Falkirk
- Eilidh McAllan – Biggar High School, South Lanarkshire
- Eilidh Currie, Eilidh McDermid and Rachel Thom – Airdrie Academy, North Lanarkshire
- Lewis Rodgers and Kirsty Duncan – Keith Grammar School, Moray
The winner and runners-up will receive a great selection of Scots language books for their schools.
A special commendation for creativity and imagination has also been awarded to Eva Kerr from Airdrie Academy. Eva not only wrote a poem about the Kelpies but she also created a great animation
Thank you to everyone who took part in the competition. For more information about Scots language visit the Scots Blether on Glow.
I found out about the competition from my art teacher. The department entered lots of work to the competition. To decide on what I was going to draw I decided that I really like textures and thought that a contrast of rough textures with smooth shiny shoes would be very powerful.
I decided to work in mixed media and used biro pen, white pencil and newspaper collage on brown paper to let me layer and create multiple textures. This mixture also gave the drawing boldness but I could also manage to draw the detail with the pen and pencil.
When I was told about my win I felt ecstatic about gaining 2nd place. This made me really happy and proud of my work.
It was a very positive experience coming to the gallery and seeing my work in a frame with other pupils work. I have never done this before and it really was confidence boosting.
If I had to say to other pupils why they should enter the competition I would tell them to go for it, it’s excellent. The feeling was great and the prize was so generous.
The 2018 John Byrne National Drawing Competition is open for entries, find out more on the Education Scotland website.
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