Tag Archives: secondary

DYW Interesting Practice- Ellon Academy: ‘Work-related Learning’ offer enhance pupils’ employability skills⤴

from @ Education Scotland's Learning Blog

In response to the new Work Placements Standard, Ellon Academy has introduce their ‘Work-related Learning’ model  in collaboration with local business and employers offered as an option choice for all pupils in the senior phase.   Leaners are given the opportunity to   participate in  internship-style work placements one day a week from August to Easter and are able to select from a wide range of  sectors including journalism, education, hospitality, performing arts, event management child care.  Supplementary lessons in school allow participants to reflect on their   learning experience, enhance newly developed skills and at the same time gain a National Progression Award in Enterprise and Employability at level 4 or 5.

Access the summary information sheet to find out more about this innovative approach:

Interesting Practice in Skills DYW – Ellon Academy

Hear from some of the pupils about their ‘work-related learning’ experiences:

 

 

DYW Interesting Practice – Larbert High School: Developing young peoples’ skills across all aspects of learning⤴

from @ Education Scotland's Learning Blog

Developing learners’ skills is high on the agenda at Larbert High School.  The leadership team have adopted a systematic approach to enhancing young peoples’ skills for life and work and implemented a holistic ‘Skills Framework’ across all aspects of the curriculum.  The school uses the DYW context to offer learners a wide variety of experience and  pathways in order to ensure all young people are developing the necessary skills and aptitudes for a positive vision about the futures.  Collaboration with both the wider community and employers is elementary to the successful realisation of this goal.

The ‘Skills Framework at Larbert High School complements this agenda and ensures that all young peoples know, understand and are able to articulate  their skill sets and are able to relate these to their  career aspirations.     The following document outlines the Skills Framework:

Interesting Practice in Skills DYW – LHS Skills Framework

Hear from teachers and pupils about the structure of the Skills Framework and its impact:

FUTURE AS5ET: Calling all S5 girls who know they can change the world, and just as importantly, those who don’t⤴

from @ Education Scotland's Learning Blog

FUTURE AS5ET – A one day free conference for S5 schoolgirls, open to all secondary schools in Scotland.

22 September 2017,  Edinburgh International Conference Centre

The organisers, financial education charity Didasko and various investment management firms coordinated by Stewart Investors, are especially keen to encourage attendance of schools from outside Edinburgh,.  They are offering generous financial contributions towards travel for schools based outside of Midlothian area, and accommodation for those located more than 100 miles away.

The conference programme offers a wide range of seminars and key note presentation from inspirational speakers all around career opportunities in the financial sector.

Access the  programme here.

For more information please contact:

Ania Lewandowska, Senior Associate, Charlotte Street Partners

www.charlottestpartners.co.uk   @cstreetpartners

0 787211 8175

 

Benchmarks – the value of collaboration⤴

from @ Education Scotland's Learning Blog

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

Edinburgh International Book Festival⤴

from @ Education Scotland's Learning Blog

Baillie Gifford Schools Programme – 21-29 August 2017

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

Water Safety⤴

from @ Education Scotland's Learning Blog

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.

E-Sgoil: A digital solution for Gaelic Medium Education Scottish Learning Festival: Wednesday 20 September⤴

from @ Education Scotland's Learning Blog

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.

Gaelic Medium Education – self-improvement, attainment and leadership⤴

from @ Education Scotland's Learning Blog

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.

  1. Being a self-improving GME provision

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.

Briefing on Gaelic Education⤴

from @ Education Scotland's Learning Blog

The latest Briefing on Gaelic Education is now available.

Seo fiosrachadh ur:

https://www.education.gov.scot/improvement/gael4-briefings-on-gaelic-education

 

Western Isles Council – extensive apprenticeship offer⤴

from @ Education Scotland's Learning Blog

Comhairle nan Eilean Siar and partners will publish an extensive list of over 40 apprenticeships which will see posts created from the Butt to Barra, across a wide range of sectors and departments including:

  • Business Administration
  • Business Management
  • Community Development
  • Child Care
  • Education Attainment
  • Gaelic language assistants
  • Health and Social Care
  • Heritage
  • Human Resource
  • Multi-Media
  • Outdoor/Indoor Education
  • Roads maintenance
  • Sustainable Resource Management
  • Sport and health
  • Motor Mechanics

The Comhairle will be hosting community meetings throughout the Western Isles to provide full information on the above apprentices. Dates have yet to be confirmed but these meetings will take place the week commencing Monday 5th June 2017 and further details will be publicised closer to the time.

Cllr Angus McCormack, Chairman of Education, Sport and Children’s Services, said:       “This is a fantastic opportunity for people from the Butt to Barra to earn whilst they learn, and very importantly – to do so in their own areas. This ties in very well indeed to the Comhairle’s aims to reverse depopulation, provide our people with the opportunity to remain in their communities, whilst also contributing to the economy. I would encourage those who speak Gaelic and also those who have a particular interest in land management and crofting to keep express their interest in these apprenticeships. I would reiterate once again that the apprenticeships are open to anyone, not just young people, and anyone who feels that they may be interested should register at www.myjobscotland.gov.uk and setup an alert for the job category “Modern Apprenticeships/Trainee” where they will receive notifications by e-mail as soon as the Comhairle’s Apprenticeships posts go live.

“The Comhairle is committed to workforce planning and having a sustainable platform for the future, to help our communities and our islands to flourish and we will continue to work hard to ensure that we achieve these aims.”