Scottish Governments’ Programme Board for DYW publishes DYW reports to highlight the progress made across the 5 Change Themes. The following reports have been published so far:
In order to support the implementation of DYW at early learning & childcare and primary school level we aim to bring together teachers, practitioners and DYW leads with experience and interest in this area to enter into a professional dialogue and collaboration.
The aim of the focus groups are to:
• share current practice and experiences;
• scope requirements to enhance DYW implementation in this area;
• develop support for teachers and practitioners.
We have set aside the following dates for workshops early in 2020:
23 January 2020 Glasgow
26 February 2020 Edinburgh
24 March 2020 Stirling
The meetings will be one day events and held in Glasgow, Edinburgh and Stirling. You are only required to attend one of the workshops. We would be grateful if you could forward this information to relevant people from your authority/organisation, they can register their interest by sending a confirmation email to EDSDES@educationscotland.gov.scot stating their school, local authority and availability, by Thursday 19 December.
For more information please contact Peter.Murray@educationscotland,gov.scot (07780 225304)
Every classroom has a poster for Skills for Learning, Skills for Life and Skills for Work. Pupil-friendly definitions of these skills were produced by a working group of staff. Teachers are asked to make reference to these skills in their learning intentions and success criteria and in the content of the lesson itself. The impact of DYW is discussed in the videos:
All S1 pupils are recording the development of these skills in a Skills Passport booklet during DCT. The main purpose of the booklet is to help the pupils document the skills they are developing, the subjects in which they use these skills and the evidence they have to support their judgements on how well they are progressing with particular skills in learning, life and work. The booklet also includes sections on profiling, SMART targets, reflection, mental health, recognising wider achievement, subject reports and self-evaluation.
The school has used several key methods to ensure that the strategy has the desired impact to the learners:
- Researched examples of skills frameworks and received valuable input from Larbert High School after seeing their materials on the National Improvement Hub
- Decided to develop their version of a skills framework and to link it to our tutor time programme for tracking purposes
- Established a staff team to develop the framework and materials
- Introduced the focus on skills to staff at collegiate session.
- Introduced the focus on skills to pupils at year group assemblies.
- Produced a set of posters for every classroom
- Obtained feedback on reference to skills for learning, life and work through pupil focus groups where 5 pupils are selected form various year groups once a week.
The school believes that the changes have impacted on their learners, the key indicators:
- Promoted skills development in learning and teaching
- Ensure staff are consistently embedding skills development in their classroom practice
- Ensure pupils know what skills they possess
- Helping pupils develop the ability to confidently articulate the skills they are developing
- Ensure pupils can utilise these skills across different subject areas
- Ensure pupils realise the value and importance of skills they develop in school and how these relate to the world of work
This is a journey for staff and young people, the key points are:
- Staff are referencing skills development in their lesson planning
- Pupils are noticing the increased focus on skills and realising their value as they progress through the school
- Pupils are becoming more aware of how often they are using different skills
- Pupils are realising the value of transferrable skills
- Pupils are realising the importance of skills for their future careers
Porthlethen see DYW as integral and underpin out their work with young people by making the links between skills and the workplace. They refer to the school as just another workplace, which reinforces the link between education and skills for work. The skills framework has helped by providing a clear focus. It has allowed them to monitor it through their focus groups, and they can reference it more easily due to the visual nature of their posters. When they have speakers or reference areas of employment in their career of the week they ensure skills are highlighted.
Portlethen are working hard on partnership and engagement with industry. Curricular experiences through DYW include:
Breadth of careers
Air traffic control
Enterprise day (S2)
Hospitality (chef of the week, Royal navy chefs)
They have started formally recording and documenting skills development and progression in S1. They are looking at creative ways to record and document skills development as this cohort become more mature and progress through the school. They will formalise the inclusion of skills development in lesson planning, learning intentions and success criteria to ensure a consistent approach by all staff.
For example, staff create a range of lesson starters focusing on particular skills. A pupil will then select a skill to be used in the lesson starter.
When asked for advice that they could pass to others, they suggested:
- Having a visual display of the skills you are focusing on
- Reference skills in all aspects of the lesson where appropriate
- Help pupils realise the range of skills they possess
- Ensure pupils know which skills they are developing
- Help pupils transfer these skills to different contexts and subject areas
“The framework diagrams give me a key point of reference in planning lessons and for reference in class.” Teacher
“I like the framework because I can click on it and see what it means” S1 pupil
“Having the framework on your website helped me link my presentation to the skills required to work in the catering industry in a way that pupils could understand” DYW presenter
In this wide ranging interview, David Cameron shares his thoughts, experiences and wisdom. An exhilarating interview.
Does Developing the Young Workforce (DYW) provide schools with a mechanism to offer a wider range of subject choices in the Senior Phase?
This key question has been discussed in TES articles over the last few months. Here are some of the key messages, with the emphasis on DYW and it’s potential impact on the curriculum and subject choice:
“Local authority education bosses have hit back at suggestions that pupils in secondary schools are seeing their options narrow. In recent months there has been a high-profile debate about the number of subjects pupils are able to study in S4, but MSPs were told today that it can be misleading to look at this issue in isolation.”
“Mark Ratter, who heads up quality improvement and performance at East Renfrewshire Council’s education services, said that, thanks to partnerships with colleges, universities and employers, as well as the Developing the Young Workforce national policy, there was actually now “a far greater choice” in what pupils could study. In one East Renfrewshire secondary school, for example, S5-6 pupils “have a choice of over 130 different courses”.”
“Tony McDaid, South Lanarkshire Council’s executive director of education resources, said you could understand parents comparing how many subjects different schools were offering at S4 and their “natural anxiety” around that. However, they reacted well when they heard that “this is not just about your fourth year, you can do another subject when you move into fifth year”, and that there was a focus on the career a pupil was ultimately heading towards and the qualifications they would gain “across the whole senior phase” from S4-6.”
“Angus Council schools and learning director Pauline Stephen said there was “an ongoing challenge” to communicate to pupils’ families the “shifting and different” education system that pupils experience in 2019. Dr Stephen cited new types of qualifications such as Foundation Apprenticeships, which were little known outside education circles and sometimes wrongly viewed as inferior to other qualifications.
Dr Stephen said that Brechin High, for example, had worked with a local roofing business to open a construction centre at the school, which “allows us to offer qualifications alongside an employer in partnership – it’s been really successful”.”
Developing the Young Workforce
“DYW is a ‘game-changer’ – and it has Curriculum for Education to thank for that”
“It’s a potentially misleading debate, however. The supposed narrowing of the curriculum is concerned with subject choices in the senior phase. Setting aside arguments about the extent to which this is happening, there’s a basic flaw in the reasoning: by looking only at subject choices – largely at National 5 and Higher – it misses what appears to be a widening of the curriculum in other ways.
“This fixation with exams and academic subjects – plus ça change – ignores the fact that, in many schools, there is now a much richer range of opportunities. Last week, for example, I visited a secondary with a spaghetti junction of pathways for its senior pupils – where apprenticeships and college courses truly do have “parity of esteem” with university, to use the jargon – and a determination to bend the curriculum to individual aspirations. If that means pupils going to another school for a certain Advanced Higher or spending some of the week in college, or teachers setting up a work placement with an employer they’ve not dealt with before, then the school’s attitude is, so be it.”
“Developing the Young Workforce may be an equally uninspiring, chosen-by-committee title. But whereas CfE is typically viewed as falling short, the reaction to DYW – a far newer kid on the block – feels very different. Visiting schools, I’ve been struck by how often it’s cited as a positive influence, a driver of cultural change that has gone beyond its initial promise to boost vocational education. For example, one special school depute head said that, while she wasn’t sure those behind DYW were really thinking of her sector, it was a “game-changer”, helping to create work and training opportunities for school-leavers with complex needs.”
Head teachers and the curriculum
“We are free to shape the curriculum,’ say Scottish heads”
“An investigation into whether Scottish headteachers have the freedom to tailor their school’s curriculum to the needs of their pupils has found that “almost all” heads believe they have that power.”
“It adds that heads were, in most cases, “well supported” by their local authorities and “empowered to work with staff, pupils, parents and wider partners to design learner pathways which best suit the needs of their local community”.
“It adds: “Most are taking account of Developing the Young Workforce (DYW) to deliver a curriculum which includes an understanding of the world of work and vocational pathways. However, there continues to be a need to increase progress in delivering DYW priorities and ensure that pupils and parents are aware of the range of vocational options and pathways available.”
I have added links to the full articles but free registration is required for full access:
Here is your opportunity to host a TEDxGlasgow livestream! The livestream will take place on the 14th of June between 9:15am and 3pm and will be hosted on YouTube. We have developed this toolkit as a handy guide with all the information you need to help with your livestream event including information on the tech specs required to host a livestream event; the rules around hosting; your role; the programme for the event and some FAQs.
This year our theme is: Connection Whether it’s making them, breaking them, discovering them or searching for them, connections have shaped, and continue to shape, the world we live in. With the rapid advancements in technology, our world is more connected than it has ever been – physically, emotionally, digitally, scientifically and even metaphorically. Or is it?
The team at TEDxGlasgow focus on the TED ethos of sharing ideas, spreading knowledge, and supporting our community to translate this into bold, brave actions. Everything we do is attuned to generating a positive impact.
Gurjit Singh Lalli, shares his perspectives:
“What makes Glasgow unique are the people and their can-do spirit which is intoxicating. Scotland has growth in both businesses and entrepreneurs who are focused, not only on profit, but making a positive social impact, which aligns to a passion of my own. I aspire for a future where companies compete on the amount of good they do through positive change and social initiatives; the TEDxGlasgow event is a platform that will strive to continue inspiring an atmosphere, both locally and nationally, where this can happen”
Creating a legacy through Ideas Worth Doing
Being involved with TEDxGlasgow offers partners, delegates, speakers and volunteers a unique opportunity to contribute to powerful conversations. Either at our events or online, our talks have been seen by millions of people, and we’re passionate about supporting actions on ideas that matter. We asked Pauline Houston, our Head of events shares her thoughts:
“Partnering with the right individuals and businesses can have an incredible impact on your organisation, and we’ve been fortunate to have great people behind our mission and events. I am proud of the fantastic reputation that Scotland has globally from passionate companies, ready to speak up and challenge ideas as they do with us at TEDxGlasgow, and look forward to driving more positive impact from continued collaboration in new ways”
Researching the Impact of ideas
Our events provide a medium that combines a diverse range of people – thinkers, doers and innovators coming together, ready to be challenged. Designing a framework to measure outcomes from an event as unique as TEDxGlasgow has been an exciting experience, as well as an opportunity to hear directly from a wide range of individuals and organisations with amazing stories to share. Zebunisa Ahmed, our Impact Lead offers her insights:
“Both as a volunteer and through a career in data visualisation, I’m driven by seeing how good ideas can make a difference if given a chance – be that on an individual basis, organisationally or throughout society. As a team we want to inspire meaningful change, and I believe that good ideas can be vector for positive impact, spreading far beyond the event; it all starts with a conversation.”
The impact team get creative when measuring outcomes from the event and are keen to capture examples of the TEDx Glasgow community taking action, as seen in our impact report. We will continue monitoring how our ideas shared translate into actions with positive outcomes, and invite you to share your examples – the more personal or creative, the more we love hearing from you.
Secondary pupils from schools in Glasgow, Stirling, Perth and Edinburgh take part in traditional building skills event held at various locations. The hands-on practical workshops provided 13 to 15 year olds with the chance to discover more about traditional skills apprenticeships, and allowed them to have a go for themselves. They tried their hand at stonemasonry roof slating, joinery and painting and decorating, expertly assisted by current Modern Apprentices in these trades. The event was hugely valuable in raising the profile of the vital skills needed to maintain our unique built heritage.
13 & 14 May
Traditional Building Skills Demonstration outside Edinburgh City Chambers
17 & 18 May
Traditional Building Skills Demonstration at STEM at The Helix
18 & 29 May
Traditional Building Skills Demonstration outside the Scottish Parliament
3 & 4 June
Traditional Building Skills Demonstration outside Glasgow Cathedral Square
20 to 23 June
Traditional Building Skills Demonstration at the Royal Highland Show, Ingliston
19 to 22 August
Edinburgh Traditional Building Festival (part of the Edinburgh Festival Fringe)
23 & 24 September
Traditional Building Skills Demonstration at Perth City Centre
The events are organised by the Scottish Traditional Building Forum as part of Construction Scotland’s, Inspiring Construction programme. It is supported by a range of partners including CITB, City of Glasgow College, West College Scotland, Dundee and Angus College, Edinburgh College and Developing the Young Workforce.
The construction industry currently employs 233,600 people, but it’s estimated that 28% of that workforce will need replacing by 2027, creating at least 21,000 vacancies. Attracting more potential employees to our industry to address this imminent skills gap is one of Construction Scotland’s top priorities.
“What better way to encourage young people to consider a career in the traditional skills side of construction than to invite them to give it a go for themselves. With the Scottish Parliament as the backdrop to this event, I hope the school children feel truly inspired to think of construction as a varied and exciting career choice. “Ian Hughes, Partnerships Director at CITB Scotland
“These Traditional Building Skills events are part of our Inspiring Construction programme, which aims to attract more school leavers to the sector by informing young people and their parents, teachers and career advisors about the huge and diverse range of careers available in construction, and importantly, how to access them. From professions like architecture, engineering and surveying to the more traditional trades like joinery and stonemasonry, this industry has something to suit everyone.” Ken Gillespie, Chair of Construction Scotland
National Digital Learning Week is back! This year the event will take place Monday 13 until Friday 17 May.
For this year’s even all Early Learning and Childcare Centres and Schools across Scotland are invited to take part in 5 Curriculum focused challenges in: STEM, Social Studies, Expressive Arts, Numeracy and Literacy.
Here’ a 2 minute video that tells you everything you need to know about the event.
Visit the Glow Blog today and get started. https://bit.ly/2PfR0Go
Extended day centre within Yoker area of north west Glasgow. Nursery caters for children from 0–5 years from a multitude of cultural, social, financial and learning backgrounds.Click to view slideshow.
Raising awareness of job roles within local community by working with a range of different partners in the community is one of ur key priorities. This inspires the children and provides an early introduction into the world of work. Our children have been working with a local care home to build up confidence and familiarity of the world of work. The children have experienced several different roles within the care home including: nursing, cooking, hair and beauty and table set-up . This is a fantastic opportunity for the children to gain a real insight into the world of work.
The project has grown and we have now had several engagements with the organisation:
Working with the care home to grow products. This project is in conjunction with another partner Dumbarton Environmental Trust. The project is helping our young people to improve their understanding of science but also introducing a wide range of different career options.
We joined the care home residents on Remembrance Day and the young people made their own poppies to commemorate the occasion. This was another opportunity for the residents to discuss their own lives with our children.
We have other experiences available to our children:
Parental Employability Sessions
We have encouraged our parents to become involved in our employability events and we have had several successful parental QA sessions. This allows the children to experience these skills from some familiar faces.
This project has allowed our childen to learn employability skills in a real-life context. The children are involved in all aspects of the enterprise activity
Health and hygiene
They also produce a survey on what products are selling the best and plan their purchases accordingly.
Community Police Visit
The children had a visit from the community police, this was another opportunity to show a positive role model for them. They had a QA session and had the opportunity to ask a wide range of diverse questions.
“The effective incorporation of simple counting, matching, comparison tasks into the conversation encouraged early numeracy skills and the reciprocal question and answers and new vocabulary in context developed early literacy skills for our children in a real and meaningful way. Our childen have been extremely engaged during visits to Quayside with older residents and we have recognised that often adults can underestimate children’s abilities in terms of empathy and awareness. We have had statements from Quayside about increased motivation, interest and engagement by some residents and there really is an observable connection between the regular visitors.Promoting the world of work is allowing our children to access early knowledge of the wide range of different career pathways.” Head Teacher
We are building on our local partners and will continue to actively promote the positive impact of early introduction to the world of work.
Working with local partners
Continuing our links with local community and strengthening joint appreciation of the people and families in our area.
“We have noticed a surge of energy and increase in physical activity for some of our residents when they know the children will be visiting” Anne from Quayside
Bo’ness has designed a clear strategy and has well-established approaches to developing in its young people skills for learning, life and work. The strategy involves establishing local, regional and partnerships to provide real- life contexts for learning. Curriculum leaders are using partners to provide a context to the learning and an insight of the working environment. Young people find this to be motivational and are enjoying the skills led curriculum.Click to view slideshow.
Bo’ness are using their expanding partners to meet the needs of all learners and to prepare young people for the pathways which are likely to exist for them in the future. The curriculum has had a complete overhaul to establish a more wide ranging approach to the skills agenda.
The partnership and community approach at Bo’ness Academy is a key strategy for promoting skills development across all curriculum areas. The school is using a wide range of partners and community based projects to promote the importance of the skills agenda. Bo’ness Academy are using the skills agenda to push attainment and to foster a community approach throughout the school. Bo’ness Academy are using their expanding partners to provide a curriculum that provides a framework to support all young people.
This is a project that has been used effectively to support young people who are disengaged. The project is now well established and is supporting the local community. The school has fostered links with local partners to provide the school and the local community with a fully functioning and efficient café. The young people involved are provided with the opportunity to learn new skills relevant to the workplace and qualifications that are recognised in the sector(Health & Hygiene)
This is targeted at the S4 cohort and has been very successful at engaging the young people at the school. The groups use their own unique skillset to produce a presentation on their agreed research topic. The young people felt that their skills for work, life and learning had improved and in particular they had more confidence in making informed decisions. The groups have used local community as their focus and had fostered links with the local charities such as the Bo’ness Storehouse food bank.
This was another established partnership link that been very successful, the young people believed it had motivated them across the whole school. They spoke of the skills that they had developed during the programme. The school have developed their strategy this year to include the P6 cohort in their local feeder Primary schools. They felt that this approach would further develop their strong links with the local community and give the P6 another opportunity to work with the school. The school use the profiling tool developed by Children’s University but also feed the information into the existing profiling model in the school. The school have used PEF to support the course and target the participants through SIMD. The project has further developed links with INEOS, they have provided Inspiration visits to their workplace and are now working closely with the school on a sustainability project around the plastic journey which will be used as IDL across the school curriculum areas.
This was a targeted programme organised through the DYW Forth Valley group which provided the young people with the opportunity to work with others. They worked in teams to develop a model display. The young people felt that it allowed them to have more focus on STEM and to work in a real-life context. The young people also go the opportunity to meet the Queen at the award ceremony which gave them a real sense of achievement.
Forth Ports Discovery Week
This was a targeted programme but was very successful. The young people had the opportunity to visit a local employer and spend a week working with a wide range of departments. The programme was activity focused and the young people had the opportunity to work with some of the technical equipment. They had the opportunity to discuss the workplace with Modern Apprentices which they said helped to provide an overview to the wide range of different career pathways. The young people were surprised by the sheer size of the company and the opportunities that they could provide.
The school has long-standing partnerships with the local college. The school has a SCOTS course which offers young people a taster course, this allows the young people to experience a wide range of different areas before they take an extra block in their chosen field. This along with the introduction of the Foundation Apprenticeship programme are providing the young people with an opportunity to experience college. The school will begin to provide the FA programme for Business and Accounts at the school in the new academic year.
This a targeted programme to encourage young people to look at STEM as a possible career pathways. The young people were tasked with designing a building that maintained heat. They had a mentor and visited buildings and structures to understand the project context. The culmination of the project was a presentation to explain their design. The young people involved felt that the experience had given them a real insight into the careers available in the STEM sector.
Young people are experiencing a curriculum in which they are developing more career related skills and learning more about growth sectors and the career pathways that may be available to them post-school. The use of career pathways and partners are ensuring that the young people are motivated and have the skills required to make informed career choices which is improving the positive destinations.
Staff are able to use their own expertise to help the young people make these informed decisions. We have found that by providing young people with more opportunities to work with partners that they have more motivation to look at their long term career pathways. Partners are able to use a real context to show how important the skills that we introduce in school are in progressing a career journey.
Involving partners in the school community has highlighted a range of career pathways that our young people were not aware existed. Having DYW as a focus for staff Career Long Professional Learning has helped to highlight across the whole school community of the importance of introducing young people early to skills for work, life and learning.
Our curriculum review meetings have an important role to play in the development of our young people. The review allows young people to discuss their career pathway with a wide range of different of inputs including parents/carers. This wide ranging approach gives the young person to reflect on their learning, achievements and future career pathways
We focused on local partners as this allowed us to foster a community approach which we believe is the best way forward for the school. We are superbly supported by DYW Forth Valley.
Our next step is to provide more opportunities within the existing school timetable that allows all of the learners the opportunity to undertake a wider range of skills. This will include the FA programmes that our own staff will lead in the new academic year
‘The importance of DYW cannot be underestimated as it’s vital that we prepare and equip our young people with the skills for life, learning and work. Within our school all young people have opportunities for appropriate work placements during their time at Bo’ness Academy. This has to be both “real” and appropriate in order for our young people to gain maximum benefit from these opportunities.’ Head Teacher Steve Dougan
‘Moving forward our focus is to continue exploring opportunities for pupils and ensuring we have a curriculum in place that best supports the needs of Bo’ness Academy pupils. We aim to continue forging links with local employers and continuing to strengthen the partnership with DYW Forth Valley. An emphasis will be placed on the consistent delivery across the school of the career education standard and how pupils identify and record the skills they develop across the school.’ DYW Lead Ross Latimer
‘Encourages me to do more outside of school’
Hannah Waugh S2
‘I didn’t know there was so many different jobs’
Jay Brown S5