Digital technology is integral to many areas of learning. The recently-published Digital Parenting magazine contains expert opinion and advice on how parents, teachers, carers and professionals can keep young people safer online. The magazine is available here:
In support of Year of Young People 2018, Historic Environment Scotland and Social Enterprise Academy have launched a new opportunity for schools and social enterprises, aimed at inspiring young entrepreneurs and promoting Gaelic language. For more information contact email@example.com.
We have updated the Advice on Gaelic Education to reflect some recent changes to the 1+2 policy. This change enables children to continue with L3, as they move from primary to secondary, if schools are able to demonstrate that children’s achievements are “approaching the second level”. We have included challenge questions, matched to the quality indicators, to support self-evaluation for self-improvement.
2 – 5 July 2018, University of Strathclyde, Glasgow.
This national leadership programme is now open for registration. It is hosted by SCILT and Education Scotland. The programme is aimed at those who have, or aspire to have, a responsibility for leading languages and developing colleagues’ capacity to deliver the 1+2 approach to languages in their context. The programme is free of charge for educators in the public sector and begins with a summer school.
The programme themes include:
1+2 languages: the national picture and the position of languages within the National Improvement Framework and the Scottish Attainment Challenge
Strategic leadership in languages: planning and evaluation
Progression in language learning
Parental and wider engagement in language learning
Raising attainment: practical ways to develop literacy skills across languages
SQA has published details of changes to the arrangements for Higher Gaelic (Learners). Units and unit assessments will be removed from session 2018-19 onwards. SQA are strengthening the course assessment to ensure that it continues to assess candidates on the full content of the course, and to maintain the current course value of 24 SCQF credit points. For more details, please visit:
The Scottish Education Awards recognise early learning and childcare settings and schools that have developed a vibrant and progressive culture and climate of continuous innovation in relation to Gaelic Medium and Gaelic Learner Education. The culture and ethos should promote respect, ambition and achievement in Gaelic Education while improving outcomes for all learners in ways which eliminate inequity.
Do you know an early learning and childcare centre or school that can respond to the above statement? Then why not nominate them for the Gaelic Education Award?
Nominations close at 12 noon on Wednesday 14 February 2018
Education Scotland is evidencing many successes for Gaelic (Learners) from the implementation of the policy, Language Learning in Scotland: a 1+2 Approach. Teachers’ commitment to delivering Gaelic within the curriculum is acknowledged. A presentation on the successes and challenges for Gaelic from implementing the policy is available here. One such challenge is that there are many children learning Gaelic as L3 in primary schools for whom a progression pathway into secondary is still to be identified. However, a newly-announced change to how L3 may be delivered may assist with this. In Scotland, we also have an important target to meet in increasing the number of speakers of Gaelic as part of the National Gaelic Language Plan. For this, education has a key role.
Currently, at the primary stages, children who experience a coherent and progressive experience of L3 from P5-P7 may choose to continue with that language into S1 and to the end of the broad general education (BGE). For purposes of planning the secondary curriculum, this language would become young people’s L2. For this to be the case, children need to have achieved the second level by the end of P7. In addition, there should be pathways to National Qualifications in the senior phase for that language. The 1+2 policy has recently been relaxed to state that L3 may be the language that children continue with, as they move from primary to secondary, if schools are able to demonstrate that children’s achievements are “approaching the second level”. To achieve this, the planning for the L3 language needs to result in a coherent and progressive experience from P5-P7. This new arrangement does not replace the opportunity for schools to introduce more than one language as L3.
Here are some useful steps to guide how you may incorporate this new delivery model for L3 into planning for improvement:
Revisit your curriculum rationale, particularly in light of the local context, to ascertain if increasing the numbers approaching the second level of Gaelic (Learners) is a priority for your school.
Ensure strong links between primary and secondary specialists who are delivering Gaelic (Learners).
Work with the other primaries in your cluster and the associated secondary school to plan a coherent 3-18 experience.
Review the structure of the curriculum to see how you can plan learning, teaching and assessment to enable children’s achievements to be approaching the second level.
Review how well you use the contexts of the curriculum as a means of increasing outcomes for Gaelic and assisting young people in making connections in their learning.
Review how you are using Gaelic partners and organisations to increase the time allocated to Gaelic (Learners) in the curriculum.
Plan for progression and coherence by using the experiences and outcomes to show how you will develop knowledge, skills, attributes and capabilities of the four capacities.
Plan the use of Benchmarks for Gaelic (Learners) to set out clear statements about what learners need to know and be able to do to achieve a level across all curriculum areas.
Plan how you will integrate Gaelic (Learners) as a language in the life and work of the school.
Use the principles of curriculum design to plan learning to motivate children in their learning of Gaelic. In particular, ensure that children understand the relevance of Gaelic, including for achieving a positive destination on leaving school.
Scotland’s National Centre for Languages (SCILT) has published a case study which focuses on increasing the uptake for languages as young people move from the broad general education into the senior phase. It demonstrates how self-evaluation has been used to secure improvements.