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Food Education News June 2017⤴

from @ Education Scotland's Learning Blog

Please find below Food Education News for June 2017, which includes links to resources to support Food & Health as well as information about opportunities for staff and pupils.

Food Health news JUNE 2017

1.    Using food as a context to raise attainment & close the gap

Scottish Learning Festival Thursday 21st September 10.45am – 11.45am

http://www.slfexhibition.com/

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

Curriculum for Excellence Benchmarks

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!

www.healthyeatingweek.org.uk

  1. Revised Nutritional Analysis

Guidance for schools and local authorities to demonstrate compliance with nutrient standards can be found on the National Improvement Hub.

Revised Nutritional Analysis

  1. SQA N5 course assessment changes 2017 – 2018

            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.

http://www.sqa.org.uk/sqa/58475.html

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

  1. REHIS

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 training@rehis.com or 0131 229 2968.

 

  1. Food & Drink Federation Scotland

Video resource looking at what the food industry is doing to reduce sugars in food.

       https://www.youtube.com/watch?v=FGZfn3KlS78

  1. Food Standards Scotland ‘Munch That Lunch’ competition **Closing date 9th June 2017

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

  1. Children’s Food Trust

To receive regular updates about Let’s Get Cooking, we invite you to register as one of our friends Let’s Get Cooking 

  1. Food and drink Career showcase Thursday 14 September at Murrayfield Stadium, Edinburgh.

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:

Engineering

Science

Design and innovation

Product development and production.

The event takes place 1300 to 1800 Thursday 14 September at Murrayfield Stadium,   Edinburgh.

Find out more and sign up yourself and your pupils.

 

  1. Better Eating, Better Learning – 3 easy steps
  1. BEBL online support materials
  2. Follow activity on Twitter @BEBLScot
  3. Join our BEBL Glow community http://bit.ly/beblhome

 

 

Questions or queries about food education?

Please contact

lorna.aitken@educationscotland.gsi.gov.uk

New release: Career Education Standard (3-18) – Implementation review⤴

from @ Education Scotland's Learning Blog

Education Scotland has undertaken a national review on the implementation of the Career Education Standard (3-18) since its release in September 2015.  The review also incorporated reflections on the Work Placements Standard and School/Employer Partnership Guidance.

The standards and the guidance were published with the understanding that Education Scotland would evaluate the impact the documents were having, in light of experience and use.  In response a team from Education Scotland visited 29 secondary schools between December 2016 and March 2017. The evidence from nine secondary school inspections and 30 Career Information Advice and Guidance (CIAG) reviews also recorded evidence about the implementation of the standards in secondary schools.  An online survey was established to maximise the participation of as many people and organisations as possible for the review.  In addition, a bespoke survey for employers, delivered on behalf of Education Scotland by the Federation of Small Businesses (FSB), attracted further responses. Questions on the review of the standards and guidance were also included in the annual Skills Development Scotland (SDS) Headteachers survey.

In summary, the purpose of the review was to ascertain answers to the following questions:

  1. To what extent have the standards and guidance been implemented and has the pace of implementation been sufficient in order to direct the next stage of activity and focus? There was a particular focus on the CES and how it was being implemented in secondary schools, alongside the expansion of the SDS service offer.
  2. Are the standards and guidance ambitious enough to deliver the aspirations of the DYW strategy?

You can access the complete report here.

DYW Interesting Practice – Calderglen High School: Inspirational learning delivered in partnership⤴

from @ Education Scotland's Learning Blog

Calderglen High School has established far-reaching partnerships to deliver inspirational learning opportunities for young people.  The school’s strategic approach to Developing the Young Workforce ensures that all faculties actively collaborate with partners to develop and deliver a curriculum that supports the development of pupils’ employability and career management skills.
Calderglen has radically overhauled its curriculum to meet more appropriately the needs of all learners and to prepare young people for the opportunities, jobs and career pathways.  Using labour market information and incorporating work-based learning opportunities are central to providing learners with experiences that inspire career aspirations and realistic progression pathways.

Find out more about the school’s approach to career education through:

 

 

Ruthvenfield Primary School Inspection Experience⤴

from @ Education Scotland's Learning Blog

As part of Education Scotland’s on-going Inspection Mythbuster’s campaign, which has been developed to help beat the common misconceptions of inspection which have built up over the years, we have invited the Headteacher at Ruthvenfield Primary School, Andrew Clark, to blog about his inspection experience.

“After the initial ‘excitement’ of receiving pre inspection notification had passed, my preparation for inspection followed four main areas:

  1. Engaging with staff: I met with all staff in the school to plan out our inspection week, listen to concerns and ensure that everyone would be prepared to deliver their best throughout the process. We scheduled meetings and arranged time to get together. The management team worked on the Self Evaluation, reviewing this with teaching staff before sharing with all staff for agreement.
  2. Engaging with pupils: This was about ensuring our learners would be ready to share their school and really show all their best qualities throughout the week. That was easy!
  3. Inspection week timetable: This phase was about managing the timetable across the week, ensuring parents had opportunity to meet with inspectors and that nothing was left out. We wanted to make sure everyone in our school had the chance to speak and share their involvement in our school.
  4. Paperwork: I spent time preparing paperwork for the inspection process and cross checking sources of evidence to make sure that no stone was left unturned.

I also found that the self-evaluation for inspections is an ideal starting point for discussions about your school’s context. Throughout our inspection I referred back to our self-evaluation to make sure that the stories that go along with the statements were easy to find and that examples were a true depiction that could be ‘lived’.

Meetings were held throughout the week and we used these to work together to develop the school’s picture. Quick ‘catch-up’ meetings in the morning were always welcome and allowed me to add detail to any points from the previous day’s meetings.

Our inspection team made themselves available in a non-threatening, supportive way throughout the visit. Inspectors spent time throughout the week interacting with staff about learning and particular learners. We also found the Professional Dialogue session on the Tuesday afternoon was an opportunity to ask some deeper questions about our practice.

Overall, our Inspection validated the very good practice across our school and provided insight into themes of development. As a result, our direction after inspection is even clearer and more focussed, and we are a stronger school community with a refined vision for how we move from Good to Very Good and from Very Good to Excellent.”

Andrew Clark, Headteacher at Ruthvenfield Primary School, Perth

For more information about the Inspection Mythbuster’s campaign please visit the Education Scotland website.

Tackling the priorities in QuISE – a joined up approach?⤴

from @ Education Scotland's Learning Blog

 

By Alan Armstrong, Strategic Director

Our report ‘Quality and improvement in Scottish education 2012-2016’ (QuISE) points to five key aspects of education and practice which we believe should be priorities for improvement if all learners in Scotland are to achieve their potential. Many or all sectors of education should be:

  • exploiting fully the flexibility of Curriculum for Excellence to meet better the needs of all learners;
  • improving arrangements for assessment and tracking to provide personalised guidance and support throughout the learner journey;
  • maximising the contribution of partnerships with other services, parents and the wider community to enhance children’s and young people’s learning experiences;
  • improving further the use of self-evaluation and improvement approaches to ensure consistent high quality of provision; and
  • growing a culture of collaboration within and across establishments and services to drive innovation, sharing of practice and collective improvement.

Looking at these priorities from my perspective in ensuring the implementation of Curriculum for Excellence, the employability and skills agenda, and digital learning and teaching, I am struck by how the priorities inter-relate and, indeed, are interdependent.

The flexibility offered by CfE has the potential for schools to design their curriculum structures in ways that reflect fully the local contexts and aspirations of their learners. Within this, the range of progression pathways can then enable children and young people to make suitably brisk progress across the broad general education, and into and through the senior phase.  This needs to be informed by improved assessment and tracking to ensure teachers, learners and parents make the most appropriate decisions at the right time.

However, there is no doubt that the curriculum structures needed to make this a reality rely very strongly on the direct contributions of partners, including agencies and local employers. Collaborations amongst staff within and across schools, with colleagues in colleges, community learning and development and other areas of expertise all combine to enrich the curriculum and motivate learners.

In early learning and childcare provision, primary and secondary schools, the new curriculum area Benchmarks are beginning to support a clearer understanding of learners’ progression across the broad general education. This  will help teachers to plan the breadth, challenge and application of learning that will prepare young people for the three year learner journey of their senior phase.  And that of course involves collaborations and the wide range of qualifications across the SCQF framework, exploiting again the flexibility of CfE in preparing learners for their futures.

Partnerships are the essential element in Developing the Young Workforce. I’m becoming aware of increasingly effective approaches to employability, skills and career education, often promoted through three-ways partnerships amongst schools, colleges and employers.  And by now you’ll be seeing the connections with the other QuISE priorities of collaboration and more informed personal guidance that can help to exploit that full flexibility in CfE.

Digital learning and teaching has great potential to promote and improve partnership working and collaboration, locally, nationally and internationally. Teachers and pupils can gain significantly in learning from the innovative and effective practice of others.  Where digital is central in planning and delivering learning and teaching, and makes use of learners’ own digital skills or develops them further, I’m in no doubt that young people benefit.  Digital can and does support teachers in their tracking and monitoring, reducing bureaucracy and workload.  As digital access and digital skills continues to improve, the opportunities for leaders, practitioners and learners to take steps that address the QuISE priorities are significant.

The individual QuISE chapters on each education sector highlight good practice as well as challenges in providing high quality experiences for all. The key is often the distinct professionalism of leaders and practitioners, engaging individually and collaboratively to reflect and to make the changes that matter.

Finally, effective self-evaluation is central to ensuring continuous improvement in addressing the priorities in QuISE.   I am beginning to see schools, colleges, and community learning and development now looking beyond their own centre and working with all partners in undertaking self-evaluation and analysing evidence.  The benefit will be greater collective understanding of how effectively their curriculum, learning, teaching and assessment genuinely meet their learners’ needs.  Where that process leads to jointly agreed actions for improvement, I’m in no doubt that the learning experiences and the outcomes for all children and young people will also improve.

DYW Interesting Practice – Craigroyston Community High School: Helping young people realise their aspirations⤴

from @ Education Scotland's Learning Blog

 

Craigroyston Community High School has fully embraced the DYW agenda and designed a curriculum that provides all leaners with the opportunity to develop relevant skills and explore career pathways in order progress towards a positive sustained  destination after leaving school .

Pre-apprenticeship Programme  (See SQA)

 

Steve Ross – Reflections of a HT (Craigroyston)

DYW Interesting Practice – Busby Primary School: Skills development at the core of the curriculum⤴

from @ Education Scotland's Learning Blog

Busby Primary School (East Renfrewshire) has developed a highly dynamic initiative that focuses on enhancing skills  for learning, life and work from early years to P7.  Based on a master-class concept, headteacher Sharon Hunter has inspired the Skills Academy programme bringing together staff, employers, parents and community organisations to provide inspirational, progressive learning experiences for all children and young people that foster far-reaching employability and career management skills.   The timetabled programme is organised in CfE levels and built around five cross-cutting themes which learners access on a rotational basis:

  • Food Technology
  • Community,
  • Design & Manufacture
  • Creativity
  • Lifeskills

Throughout the academy programme pupils collaborating with each other across Early, First and Second Level.  Its successful implementation is based on the strategic planning and support provided by the school’s leadership team, enabling all staff to engage according to their interests and strengths as well as to enhance their own skills portfolios by accessing relevant CLPL opportunities.

Learners excel in skills development

As a result learners are progressively developing a wide range of employability and career management skills throughout their primary education.  The spectrum of the programme provided contextualised learning experiences as varied as hosting a vernissage (early years), creating an outdoor learning space (eg. building a stage and planting a scented garden), designing apps, first hand experience in the catering industry and as a result collaboratively creating a 3 course meals catering for large audiences (eg. Burns Supper), working with a professional film maker and much more.

Leaners are fully aware of the skills they develop through the academy programme,  how these relate to world of work and the value these hold for their future pathways.

The following document contains an overview of the Skills Academy programme: Interesting Practice in Skills DYW – Busby PS

 

Scot Pot – School Meal Product Development Competition⤴

from @ Education Scotland's Learning Blog

Test your creativity and innovation skills!

The competition is open to all primary 5,6, and 7 pupils from schools across Scotland. Individual prizes will be given to the best entries, but all the pupils in the winning class will win an all-expenses paid trip to the Royal Highland Show 22nd – 25th June 2017. The winning product will be showcased at the ASSIST FM National Conference on 24th & 25th August 2017 in Glasgow.

The winning product will feature in schools across Scotland during Scottish School Meals week, 31st October 2017.

We are asking pupils to conduct their own market research to develop a new Scots Origin One Pot Dish that could be sold as a stand-alone product or be part of school meal that can be used in schools across Scotland.

The challenge is based on a similar format to the television programme ‘Dragons Den’. We would like pupils to put their creative and entrepreneurial skills to the test and design an innovative new ‘one pot’ product that:

  • They would like to eat and that could form part or all of a school meal for example; meal soup, meal pot, layered dish or something creative and innovative.
  • Has to contain AT LEAST ONE Scottish ingredient.
  • Would encourage more pupils to take school meals if it was sold in the dining area.
  • Could be promoted with an innovative advertising campaign that would include a name and a catch phrase to promote the product and fit with the Scots Origin branding.
  • Can be sold as a stand alone product.
  • Meets the nutritional guidance for a theme day in school.

To enter, please complete the attached entry forms and send to schools@sfdf.og.uk by 5th May 2017

Scot Pot Entry Form 2017

 

 

The Big Pedal 20th – 31st March 2017⤴

from @ Education Scotland's Learning Blog

The Big Pedal is our UK wide inter-school scooting and cycling challenge, where schools compete to try to get the largest percentage of pupils, staff and parents travelling to school by two wheels.

the-big-pedal

 

Details:

This year’s challenge will be running from March 20th – 31st. It is open to primary and secondary schools who register and then log their data each day.  Schools with the highest participation win great prizes.

Schools can choose to enter a 1 or 5 day challenge where their best day or best 5 days out of the two weeks count. On the final day of the challenge we encourage schools to run a Superhero Day, where pupils dress themselves and their bikes as superheroes.

This year’s theme is Around the World in 10 Days and schools will track their progress on a wall chart – register using the link below –  learning about the countries and cities they pass through along the way.

Information and registration is at http://bigpedal.org.uk/.

The value:

We see the challenge as a great way to get whole school communities excited about active travel and to impact school traffic issues.