Tag Archives: secondary

Subject Choices tool kit supports learners plan their senior phase pathways⤴

from @ Education Scotland's Learning Blog

Skills Development Scotland has launched a choices toolkit that helps pupils to make the right subject choices for their future career pathways.  This tool complements the efforts of Career Advisors who are busy in schools providing a programme of support at this important  time for young people in S2/3.

The toolkit allows learners to connect subjects with the potential career opportunities and relevant job profiles.  You can access the toolkit at: https://www.myworldofwork.co.uk/subjectchoices

Using the toolkit

A support pack has been developed around the toolkit with useful ideas on how to support young people alongside the efforts of career advisors to make well informed and appropriate subject choices.

You can download the pack here:
SDS Partner toolkit

Gaelic Education Award/Duais Foghlam Gaidhlig⤴

from @ Education Scotland's Learning Blog

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

PLEASE NOMINATE AT

www.scottisheducationawards.co.uk

Boosting young people’s employability through LifeSkills⤴

from @ Education Scotland's Learning Blog

‘LifeSkills created with Barclays’ is a free employability programme for 11-24 year olds and we’re thrilled that, to date, we’ve had 5 million young people participate in the programme. Now we’re excited to announce two new initiatives that celebrate the achievements of young people, schools and colleges in their bids to boost career prospects.

What is LifeSkills?
Back in 2013, LifeSkills was launched to support educators address the growing skills gap amongst their students and face the youth employability challenge head on. Developed with educators across all four nations, LifeSkills strives to support educators develop young people’s employability skills through free, curriculum linked education content.
Through lesson plans, interactive challenges, videos and quick-fire activities, as well as student work placements opportunities and sending Barclays volunteers into the classroom, we want to help to bring  career education to life.

What does LifeSkills deliver?                                                                                    LifeSkills covers a range of different themes that all support young people get the skills they need to move forward from education into the 21st century workplace, including building resilience, learning to be a problem solving pro, becoming an expert communicator and mastering money management.

LifeSkills and the Career Education Standard
To make teachers’ lives as easy as possible, we ensure our content is aligned with the Career Education Standard’s goal of improving ‘young people’s ability to make informed decisions about future pathways’.   In particular, throughout the resources we look at how we can fulfil the following criteria highlighted within the standard:

• engage young people in meaningful discussion about their skills development
• develop their understanding of the responsibilities and duties placed on employers and employees
• facilitate young people’s learning and their ability to engage with a rapidly developing landscape of work/career and learning opportunities

Greg Leighton, an employability support officer in Glasgow and member of the LifeSkills Educator Advisory Council is passionate about the programme, stating ‘It’s no longer just about qualifications. Young people now, more than ever, need softer skills like confidence and communication, alongside relevant experience, to meet the demands of a changing world of work. LifeSkills resources are comprehensive, easy to use and essential in helping young people to realise and fulfil their true potential.’
But it doesn’t end there. Now we’re taking the programme to the next level.

LifeSkills Champions
Launched in October, LifeSkills Champions offers young people the chance to gain valuable recognition for boosting their own and their peers’ employability skills through LifeSkills. If you work in education, you can nominate anyone aged 14-19 to become a LifeSkills Champion.
Once nominated, young people are tasked with delivering a series of LifeSkills sessions to their peers. From CV writing to interview preparation, networking best practice and more, the sessions cover core skills and competencies that are essential to employers. What’s more, they’ll be supported along the way with a toolkit, packed full of tips and videos from LifeSkills Ambassadors. When their designated activities have been completed and approved, they’ll receive a ‘LifeSkills created with Barclays’ digital badge to help demonstrate to prospective employers that they’ve got the skills to take on new challenges, act as a leader and motivate others.

The LifeSkills Award
Going hand in hand with LifeSkills Champions is the LifeSkills Award. This recognises schools and colleges which are going above and beyond to support their students to gain the skills they need for better futures using LifeSkills. We know there are so many schools and colleges out there doing amazing work to set their students up for success by embedding LifeSkills across their whole institution, and we want to make sure they’re getting the recognition they deserve. Successful applicants will receive certification that demonstrates their institution’s commitment to championing young people’s employability locally and nationally, as well as to regulators and parents.
You can find out more about these two initiatives, alongside a wealth of free employability skills resources, at barclayslifeskills.com/teachers.

Scots language creative writing competition – winners announced⤴

from @ Education Scotland's Learning Blog

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.

John Byrne National Drawing Competition – 2017 runner-up blog⤴

from @ Education Scotland's Learning Blog

Eleana Meikle, S3 pupil at Wellington School in Ayr scooped 2nd place at this year’s John Byrne National Drawing competition.  Find out why Eleana entered the competition.

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.

LANGUAGE LEARNING IN SCOTLAND: A 1+2 APPROACH: Further guidance on L3⤴

from @ Education Scotland's Learning Blog

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.

For more information on the delivery of L3 in the 3-18 curriculum, please see Language Learning in Scotland: A 1+2 Approach – Further guidance on L3 within the 1+2 policy.  It is a matter for schools to determine the exact design of the curriculum, using the flexibility that Curriculum for Excellence affords them, to ensure that children’s achievements are “approaching a second level”.

Pupils across Scotland invited to take part in the John Byrne National Drawing Competition⤴

from @ Education Scotland's Learning Blog

Budding young artists in Scotland are being urged to enter the fourth annual John Byrne National Drawing Competition.

Since the launch of the competition in 2014, thousands of pupils across Scotland have submitted their artwork to be judged by the renowned artist and playwright himself, John Byrne.

The competition, in partnership with Education Scotland, is aimed at pupils from primary four through to third year.

John Byrne, along with a selection panel, will choose the overall winners and 30 runners up, whose work will then be exhibited at Paisley Museum and Art Gallery on Friday 16 March.

John said: “I’m really excited to launch the fourth year of the annual John Byrne National Drawing Competition and see the creative flair and talent that we have within our schools.

“It’s really important that we give young people opportunities like this to use their imagination and express their creativity and love for drawing. This competition is a great way to showcase their talent and, once again, I look forward to seeing the remarkable variety of entries.”

Last year’s competition winner, Cameron Lawson (S3) from Cedarbank School, West Lothian was selected from over 4,000 children and young people from across Scotland. Cameron said: “My art teacher encouraged me to enter the competition I was really surprised when I found out that I’d won but it was great to see my artwork on display.  I would encourage pupils to take part as it’s a great experience.  My advice would be to try your best and use your imagination.”

Ron Cowie, Senior Education Officer at Education Scotland, added: “Art and design is an important part of the curriculum and this competition aims to encourage pupils across Scotland to develop their drawing skills and be creative. Education Scotland is proud to be involved in this competition as it is a great way to promote drawing in schools.”

To help pupils with their entries, we’ll be sharing a top tip from John each week on the Education Scotland Facebook and Twitter pages.

The closing date for entries is Friday 23 February 2018.

John Byrne National Drawing Competition 2017 – Competition Rules FINALfor competition rules and information about submitting entries.

Case Study: Increasing the uptake for languages in the senior phase⤴

from @ Education Scotland's Learning Blog

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.

The case study is available here:

https://www.scilt.org.uk/Portals/24/Library/news/2017/St%20Thomas%20Aquinas%20Secondary%20School%20Case%20Study.pdf?ver=2017-11-17-162149-840

To use a similar approach for Gàidhlig and learning through the medium of Gaelic, please consider using the following:

How good is our school? (fourth edition)

https://education.gov.scot/improvement/frwk2hgios

Section 2 of the statutory Guidance on Gaelic Education

http://www.gaidhlig.scot/bord/education/statutory-guidance/

Advice on Gaelic Education: Secondary stages (Gaelic Medium Education)

https://education.gov.scot/improvement/Documents/Gael3-9secondarystages.pdf

https://education.gov.scot/improvement/Documents/Gael3-9rean%c3%a1rdsgoile.pdf

Quality and Improvement in Scottish Education: Gaelic Medium Education

https://education.gov.scot/Documents/QuISEGaelic%20Medium%20Education.pdf

Gaelic Medium Education: self-improvement, attainment and leadership

https://blogs.glowscotland.org.uk/glowblogs/eslb/2017/06/08/gaelic-medium-education-self-improvement-attainment-and-leadership/

 

Case Study: Increasing the uptake for languages in the senior phase⤴

from @ Education Scotland's Learning Blog

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.

The case study is available here:

https://www.scilt.org.uk/Portals/24/Library/news/2017/St%20Thomas%20Aquinas%20Secondary%20School%20Case%20Study.pdf?ver=2017-11-17-162149-840

To use a similar approach for Gaelic (Learners), please consider using the following:

How good is our school? (fourth edition)

https://education.gov.scot/improvement/frwk2hgios

Gaelic Learner Education and a 1+2 Approach to Languages

https://education.gov.scot/improvement/Documents/Gael3-16curriculum318LanguageLearning12.pdf

Paragraphs 2.24 – 2.28 of the statutory Guidance on Gaelic Education

http://www.gaidhlig.scot/bord/education/statutory-guidance/