Tag Archives: glow

My Microsoft Team

We are using Microsoft Teams as a school for our distance learning.  Being in Scotland we have access to Teams through Glow Scotland a Scottish wide Microsoft tenancy I believe it is the 2nd largest tenancy in the world.

Teams Settings

Within Teams there are some setting for your Team that you might want to turn on or off.  GIFS, memes etc.  Although I have GIFS and memes turned on in my senior channels as they are good fun.  Here is a video about using stickers and memes from Microsoft.  
Particularly the rights to delete and edit messages.

Here is a Microsoft video on Team settings.  My own video is below:


I have set up my Teams with a general channel that can only be posted to by the Owner/teacher.   This is set in the manage channel setting click on the three dots to the right of it.

In the general channel I make announcements rather than posts and have some custom backgrounds for each Team.   Here is a Microsoft video on announcements and messages.

Each channel also has a tab that links to the Class Materials document library in SharePoint for those on Android devices that cannot currently access the files on the Android app.



I have also added the Insights app to the Team.  Here is a video from Microsoft showing how the data from Insights can be used.   You only need to add this to one channel within your Team.  Microsoft are planning to increase the features including one that allows owners to see student activity across a number of teams.

There is an option to export data from Teams into Excel.  Here is a quick video showing you how this can be done from the Insights tab and the Grades tab.
A very quick and easy way to get a list of names of students who are both inactive or have outstanding assignments or no assignments handed in.  The export from Grades also allows you to read the comments and marks you gave in an offline context.  One of the possibilities using the export to Excel feature is that you can do additional analysis that may not be available directly within Teams.  For example you can look at inactivity over a different period of time as shown in my video or a section of time.  Microsoft are adding more directly reported features to Insights but this allows you to do the analysis you want.

Creating a Team from an existing team as a template

You can create a Team from a template.  This copies the channel structure, teams settings, apps and tabs – content, such as files, is not copied across to the new Team.
This can be selected in the creation process.

Announcements and custom backgrounds

I like to use announcements for my posts and have created custom backgrounds for them that I uploaded to the post.  These were created in PowerPoint where I shaded a rectangle and added some background images appropriate to the topic being learnt.



The Team has a chat channel where students are allowed to informally chat and post anything they like as long as it is appropriate.

Add channels by clicking on the three dots to the right of the Team name.

The chat channel is to encourage some socialisation and the more informal conversations that happen in class.  You might notice I have used an Emoji 💬  in the channel name this is a fun way to get visual engagement.  It is recommended that you name the channel with normal characters first for Team stability in underlying SharePoint then you can edit the channel name to the right of the channel.  Remember you can’t rename the general channel.  On Windows devices pressing windows key and . together get you the emoji keyboard.  Teams channels are ordered alphabetically and by unicode number for emoji.

Whilst on the subject of keyboard shortcuts, make sure you know windows-shift-S for snipping things using the Snip and Sketch tool  which is how I collected the images in this blog .

Each week I create a new channel.  I start off creating this new Weekly channel as it hidden from the members, but unhide it when I want it to go live. Remember to do this otherwise pupils can’t see it.  You unhide the menu in the edit this channel menu and click the box.

Within the weekly channel I start with an announcement with the work that is set for that week. This information can be copied directly the Team assignments set for that work often about 4 per week.

The announcement includes hyperlinks to all of the resources that are loaded into the Class Materials folder in folder created for Week 1 linear motion (in this case).

The same files are duplicated into the file tab within the week 1 channel.  Unless changed this folder is not read only.  To do that click on the three dots and select open in SharePoint.

On SharePoint the library click the documents menu at the side.

On the right of the folder click the three dots and manage access.

The panel on the right is then shown and change from can edit to can view.

Although this blog has a lot of digital specific details, the most important part of distance learning is the pedagogy.  The work I am doing is almost entirely asynchronous so that it can be done at any time.  There are some live chats or voice calls to check up on pupils and answer questions.

The Education Endowment Fund have published a research evaluation about digital learning.  The key findings from their rapid research review are:

  • Teaching quality is more important than how lessons are delivered
  • Ensuring access to technology is key, especially for disadvantaged pupils
  • Peer interactions can provide motivation and improve learning outcomes
  • Supporting pupils to work independently can improve learning outcomes
  • Different approaches to remote learning suit different types of content and pupils
We know how important feedback is to learning and therefore I feel this is an important area digitally for two reasons. Firstly without face to face interactions and questioning we lose our ability to make judgements as to where the students are and to diagnose misconceptions and misunderstandings. Secondly without effective and regular feedback students do not get recognition of their efforts. We may then find that engagement may dwindle for all but the most dedicated students – hardly closing the attainment gap!  Using Microsoft Form quizzes can provide that provide instant feedback. A short quiz can be used as a diagnostic assessment, branching functions can be used to provide more questions for learners that struggle and to add in a video or something to read as a substitute for the teacher classroom scaffolding. For each question feedback comments can be provided too indicating where to improve or what to think about.

The structure I have for most of the lessons or tasks are:

  • Recall quiz from previous week or prior knowledge
  • Introduction video
  • Activity
  • Questions
  • Diagnostic assessment
  • Consolidation

Some quizzes and assessments are reissued to pupils to do again if understanding is not shown or I can see they were completed in a very short time.

Videos are hosted on Office Videos as we don’t have Stream on in our Glow Scotland tenancy.  I also have the videos uploaded in my  Mr Bailey YouTube channel as some pupils find this easier to access.

I have been making videos for a number of years so am able to reuse some from the past and also the experience of making them.

Most of the videos are recorded using Microsoft PowerPoint recorder where I narrate over slides, sometimes incorporating animations and short online videos.

Here is a Microsoft video on using PowerPoint recorder.  This includes some feature not available in Glow.

All Glow users can download Microsoft Office on their PC for free.  If you log into Glow and go to www.office.com there is then an option on the top right to download.  Many LA also have a tile on the launchpad to download Glow as shown in this video which you can on 15 devices.

The PowerPoint recording menu is switch off, go to File menu then Options and customise ribbon.  On the right side click recording.

Here is a video on that from Mrs Clarke.  

Mrs Phillips a Scottish #MIEExpert shows how to use PowerPoint Screen Recorder.  

I use Forms quizzes in a number of ways in my Teams.  The majority of these are set as Teams assignments.

Take a look at my last blog post on Feedback in Forms for more details on how you can get Feedback in Forms.

The following week starts with a recap test on the previous week to check for understanding.   Some quizzes are reissued to pupils to do again if they do poorly especially if I can see a small time of work.

If you are attaching files for pupils to edit and put in answers within assignments then you should make sure that they are:

docx not doc for Word

pptx not ppt for PowerPoint

xlsx not xls for Excel

So make sure you upload the correct file format and if you want to make the file editable choose the students edit their own copy option in the three dots to the right.

Remember if you upload PDF files then these cannot be edited if if they are editable ones.  So only use PDF files for notes or instructions.  If you want to change PDF to word you can do this in Microsoft Word.  Here is a video showing how you can change a PDF to Word using the Office app on your phone.  

Alerts / Notifications for Teams Assignments

It is possible to set up notifications for when pupils upload work to Teams Assignments.  Thanks to Donna Shah for sharing this.  This is done in the underlying SharePoint site for the Team.

Go to the SharePoint site by choosing the files tab and then selecting behind the three dots on the right open in SharePoint.  You then see the view below.

From here choose the Site Settings.  Then click on the student work folder.

Within the student work folder are two folders submitted files and working files.  The working files folder is the one we are going to use to set an alert/notification when a student add a file to Teams assignments.  Here the student can still edit the file, when they click hand-in the file goes to the submitted files folder and the student can no longer edit it.

Choose from the three dots of the right of the working files menu, the alert me option.

We choose email, alert when new items are added, all changes would also alert when pupils edit items.  Then we have chosen a daily summary by email at 3.00 pm.

Tags for Assignments

Adding tags for assignments can help you find them quickly and filter.  This from Lucy Lock shows how to add tags.


Marking Assignments

Sometimes when reviewing students hand-in work in assignments the files don’t load properly.  To overcome this I have added a link to the underlying SharePoint site adding a link to the Student work folder and then you can go to the submitted files folder, find the correct pupil and click the handed-in files.  Here is a video showing how to add that Student Work shortcut the SharePoint navigation menu.  You can see this on the left in the picture below.

Making Work clear to students

Here is my announcement post.  Within the announcement posts I include hyperlinks to all of the resources that are needed for these tasks.  I feel that this helps make the learning much clearer.

Note the Form link in the video above is not correct.  The hyperlinks for the Forms quizzes if setting using an Assignment need to be shared from the Form that sits within the Groups part of Forms as shown below.  Then open the Form and share.  Here is a Microsoft video on Forms and sharing.

Opening the files document in SharePoint allow you to click the dots on the right of the file and click copy link.


Here is the announcement post with all the links.  The same details are copied into the Assignments tasks including the hyperlinks as well as attaching the files to complete or Forms quiz.

This is what it looks like on the Assignment.  By scheduling the assignments they can go live at the start of the week.

For each channel I have also created a SharePoint Webpage called To do list and have linked to this SharePoint page using a tab.  I got this idea and some of the other I use from a Remote Learning webinar with Dr David Kellerman on what he is doing with Remote learning at UNSW Australia.

I have this saved as a template page and then adjust the content accordingly.

I add into the page:

  • Videos hosted in Glow Video.
  • Slides PDF documents
  • Forms Quizzes
  • Question documents

This SharePoint page is added as a weblink tab at the top of the weekly channel.  At the moment resources loaded via SharePoint seem to be quicker to respond than those through the Teams interface.

Within SharePoint I have added a menu link to the Student Work folder link as sometimes I use that a few times Teams Assignments has struggle to load files handed in.  So adding a link to the hand-in work directly in SharePoint means you can view the files there.
The file location is TeamName/Student%20%Work (the %20% is just the space) between Student Work.

Last but not least I have populated my OneNote class notebook in the Team sharing resources with pupils here.

Microsoft Forms and feedback.

This is a post to show teachers how to add feedback in Microsoft Forms and to show where pupils will receive and see that feedback.

Create a Microsoft Forms Quiz

Add questions, in each multiple choice question there is an option to add feedback to students choosing particular answers.  This is seen after a pupil submits the quiz.

For short answers there is an option to put in the correct answer for automatic marking.  For long answers there is not automatic marking response or feedback.


Now create the assignment with the forms quiz.  Choose quiz in the create assignments option.

Select the Forms Quiz you made earlier.

Add instructions, set which students, dates etc.  Then click assign or schedule if setting at a later date.

Pupil view

Assignment post appears in general channel and can be opened by clicking view assignments or can be accessed from the assignments tab.

Pupil clicks on attached Form Quiz.

Pupil completes Forms quiz

Clicks on submit.  After clicking on submit the Thanks screen appears and there is an option to view results.

The view results screen indicates points awarded and can indicate feedback for question responses “message for respondents selecting this answer” if the teacher added them into the form.

Correct answers for short answer questions are shown.  If the pupil answer differs this will be marked incorrect, it may be an acceptable alternative.

For long responses there is no feedback or mark at this stage.

If the pupil goes to the Grades tab in that Team they see that they have handed in this work.

Now the pupil waits for the teacher to put in their comments and feedback and return the work.

Teacher adds feedback

In the assignments tab, teacher can see pupil has handed in work.  To open the Forms quiz, they can click on handed in or Open in Forms.

In the Grades tab, teacher can see that work has been handed in as they see a score.  They can then click on the three dots …

If using from Grades, click Open Student Work to enter feedback and correct marks.

Don’t click return work or you will not have sent in any comments or checked their work and will not be able to add later.

When Microsoft Forms is open you can leave overall feedback by clicking the box to the right of the band that includes the pupil name.  This is the feedback that goes to the pupil assignment summary view.

You can click on the other questions and accept answers if they were correct and not marked correctly for short answers changing the points awarded.  You can leave feedback by clicking on the feedback option for each question.

Here is a view of some feedback for the overall section at the top and question 1.

For short answer questions we can correct the automatic marking if the pupil response was correct but not exactly the same as the correct answer.  If pupils are still to hand in you can go back to the Form and add other correct responses.  You need to go to Forms  then Groups then choose the Team Form you have set.  You can then click it open and edit the correct answer option for this question.

Longer questions are not automatically marked so you need to read the response and allocate marks accordingly. You can leave additional feedback under these questions.

Now you need to Post Scores for pupil to see the feedback you enter.  If you do not Post Scores the pupil will not see any of the comments.

A confirmation message comes up when Post Scores is selected.

The teacher view in the Grades tab now shows returned.

In the assignment tab the pupil moves from the To mark list to the Marked list.  Clicking on the toggle feedback option shows the summary feedback you entered in the Forms quiz and you see the total marks.

Pupil view to get feedback

Grades view in Team shows assignment has been returned to pupil and a points score.

To see the detailed information the pupil click assignment and goes to the completed assignments.

Or they can click on the view assignment post in the general channel.

Pupils see this, the points and the feedback added.  This feedback area can be blank if none was added by the teacher.

The feedback added here is from the overall feedback section (see teacher view).

Pupil clicks back on the attached Forms quiz.

Feedback is shown (if teacher has added more).

Here are some annotations of the feedback and where it comes from.


A video showing the process above, how teachers can provide feedback in Microsoft Forms.

A video showing how to view pupil feedback in Microsoft Forms.

Review answers, overview, by question or by person

When you open the Form, click on the responses tab.  The first view is the overall response view. Information is presented in pie charts or bar graphs.

Clicking on review answers you have a choice to review by people or by questions.  

The review by questions screen that allows you to look at responses for the same question and leave feedback too.  You could copy and paste some of the feedback between different students.

Using MS Forms for homework

This week I have tried out using Microsoft Forms (forms.office.com) for my pupil homework.  Forms is available within Glow .  It can be accessed found in theForm snip waffle in any of the Glow apps.  Or can be logged into at forms.office.com using Glow details remembering to add @glow.sch.uk to the end of your username.

A sample from a N5 Physics one can be found here.

The ability to export the data from the form allows me to assess each pupils understanding or the understanding of the whole class.

Comments from the pupils have been positive.

Form comments

From this week I have learnt that it would be better to have maybe two FORMS with fewer questions rather than one long one.  This allows pupils to read the formative comments that are shown upon submission.  It also allows them to complete part of the work rather than having to do all at one session.  Statistics are provided regarding the length of time pupils take and correct responses for multiple choice or multiple response answers.

With an ability to embed images it would be better and hopefully this feature comes soon.

I have still to decide the best way to provide feedback on the responses.  Perhaps a OneNote page once we are up and running fully with OneNote.   Perhaps a post of Yammer of feedback or perhaps some audio feedback.

BOCSH Talking about learning

On Wednesday I had a pleasure of attending the BOCSH talking about learning conference at St. Andrew’s RC School, Glasgow.  The workshops run by BOCSH (Building Our Curriculum Self-Help) and SCEL I attended were all on digital learning. 

The first one by Sheena Boyle (MFL), Sandra Convery (English) and Lewis Hamilton (Physics) of Balfron High School.  Sheena started with it’s not about the technology it’s about the learning.  The technology provides feedback, choice, autonomy, independence and encourages a can do more attitude.  Tablets can reduce barriers are helpful for low confidence pupils or those with ASN.  iPads are used in Balfron High School and a number of apps were mentioned:

Flash card app, Padlet, Sticky notes, Mindmap apps, Showbie, Explain Everything.

Sandra shared using technology for recording feedback for pupils.  Voice recording and annotation means pupils less likely to forget feedback and saves time compared to all writing or chat with each pupil.

Lewis shared his experience on using Glow Office 365 tools for collaborative work between pupils and staff.  Ideas included pupils making a Word file in Word Online for their UCAS statement and then sharing it with their PCS teacher and other teachers for staff to see progress and help.  The statement can be worked on by pupils at home or in school.

He has also used PowerPoint on Glow collaboratively within a lesson where different pupils worked on the same Mission to Mars task, divided into parts for each, leaving Earth, journey to Mars, Landing, What to find out.  He reported the online collaboration meant pupils could see what the others in their group were doing at all times and we spurred on after seeing good work by others to improve their section.  Upon returning to school I have discussed using O365 collaboratively with staff and shown them how to do this.

The second workshop was by Derek Paterson at Larbert High School.  He shared the development of Glow within his school and how they had a digital learning week to promote digital learning and used Teach meets within school to share experiences across the school with sessions on Glow, Qwizdom, Edmodo, Class Dojo, Socrative and more.  Back in school I have mentioned this Teach meet CPD model to the DHT’s as I think this would be a good way to collaborate and share experiences.

The thirds workshop was on Flipped Learning in Maths by Craig McDougall also at Larbert High School.  He described the journey of the maths department at Larbert High School into Flipped learning.  In an ambitious use of flipped learning they created a YouTube channel Larbert Maths and now have videos for the N5 Maths course and much of the Higher course.  He stated the advantages of flipped learning as:

  • A way to deal with the high volume of content at N5 level.
  • Promoting pupil discussion and higher order thinking skills.
  • Enhancing self evaluation of skills
  • Enhanced differentiation of learning
  • Good for absentees
  • Good for cover
  • Good for pupils with ASN needs
  • Helps consistency of learning.

Pupils need training on how to actively watch the videos, when, where and how to take notes from them.  Lessons work better when what is done in class is more of a joint activity.

Suggested have a question at the end of the video that pupils have to answer and bring into class.  Pupils returning to class assessed themselves and started on the appropriate task, bronze (simple), silver (more complex) or gold (course exam level).  Then move up to do the other tasks as they become more familiar.  Can’t hide as they can with homework as learning is more visible.  If unable to do it in class have to be strict and say what did you do with the video, watch again.  Teachers can help clarify but shouldn’t explain everything otherwise no point to watch the videos.

Lots of ideas to take from this session, short videos, include example and question at the end.  Potentially more differentiation of task in class depending on pupil self assessment.

The conference was book ended with a good introduction from Gerry Lyon and a Teacher leadership or Teacher Teachership session from Fearghal Kelly of SCEL and a reflective plenary.  I have taken away lots of useful ideas and it was great to meet teachers and build networks to share ideas and practice.

Proposal details: Flipped learning.

Proposal – To use technology to facilitate the process of flipped learning within a science classroom.
The purpose of a flipped learning approach is to transfer the lower order learning from the classroom to outside the classroom.  This creates an opportunity to use the face-to-face time in class on higher order activities, thus supporting the learners and making the learning more learner focussed.
In a flipped classroom the role of the teacher is to facilitate the process of developing sufficient surface knowledge to then move learners to conceptual understanding.  More teacher time is available for discussions, one-to-one or in small groups, where the teacher and peers can spot and correct misconceptions.  Time is freed to answer pupil questions that occur from the initial learning, and to help provide scaffolding for the harder concepts in science.
Pupils can learn at their own pace, have greater awareness of their progress and can follow instructions that can be personalised and targeted for them based upon the enhanced learning conversations taking place.  Since the learning is visible to the teacher, rather than being carried out at home, better and timelier feedback and support can be provided.  I intend to use technology to provide an additional means to provide feedback to learners.

The National Foundation for Educational Research (NFER) and Nesta recently produced a research report on flipped learning in 2015 which focussed on the teaching of mathematics in secondary schools in the UK.


Benefits of flipped learning

This flipped learning research report (NESTA and nfer 2015) provides this overview of success and barriers to success:

Barriers to flipped success

An important enabler not mentioned above is the role of parents/carers in understanding the process, so they are supportive of pupils completing work and using technology at home to carry out the learning prior to the lesson.  Parents and carers of pupils involved in the prototype will be contacted and issued with information to help them support the pupils.

The model of flipped learning is often seen as pupils watching a video outside of class for their instructions, but this can be done through a broader range of materials including reading of texts, PowerPoints, animations etc.

Following consultation with partners across Scotland, I am proposing to use the suite of Office 365 tools within Glow to deliver the flipped learning to the pupils.  Thanks to Ian Stuart, Malcom Wilson, Derek Robertson, Cara Matthews, Jennifer Offord and many others for their help, advice and information.

My prototype involves issuing each of my senior pupils with a tablet device that they can use both in school in my class and other classes and facilitate the shift of learning to home.

The existing wireless infrastructure in Carnoustie High School requires some upgrades to facilitate the learning including an upgrade in my classroom and the installation of Wi-Fi into a common learning area in the library.

To ensure equity within experience for all pupils it is proposed to use Microsoft OneNote as the electronic folder for the learning.  The advantage of OneNote is that it can be synchronised to each pupils’ device and therefore it is not necessary to have a Wi-Fi connection at home to carry out the learning.

Class details

There are three senior classes with which I wish to implement the prototype.  Class C a National 5 Physics class, class D a class of both National 5 and Higher Physics pupils and class E a class of Higher Physics pupils.  Implementing the prototype across these three classes will allow for teacher preparation time to be shared between the classes since all are following the same model and the composition of the classes allows the prototype to be evaluated in different contexts for differing ages and stages of learners.

Why I you want to be involved?  

To shift and further enhance my practice by embedding technology with the intention of improving outcomes for the learners in my classes.  The emphasis on the project is enhancing the learning and teaching and the experiences of the pupils, science is a 21st century subject of vital importance to the national economy and I wish to make pupil experiences and use of technology better reflect the use of technology in the world of work and beyond.

Involvement in this prototype helps me make a contribution to meeting the strategic themes for Digital Learning and Teaching Strategy for Scotland; Empowering leaders of change to drive innovation and investment in digital technology for learning and teaching; improving access to digital technology for all learners; ensuring curriculum and assessment relevance in a digital context; and extending the skills and confidence of teachers in the appropriate and effective use of digital technology.

What I hope to achieve – for your own practice and for improving outcomes for children?  

Improved attainment for learners at all levels particularly at national 5 and higher levels.

A shift in learner activities to an increased number of higher order activities and a shift in the quantity of teacher to pupil talk, allowing my time to be best used to support all the learners and provide them with feedback where it is needed.

The hope is that the young people become more confident and successful learners and improve the skills required for life-long learning.

How I could Evaluate

HGIOS 4 includes a number of quality indicators that can be impacted by this prototype and therefore used in evaluating the impact on the learners.  These include:

1.5 Management of resources to promote equity.
Teachers make effective use of a range of resources, including digital technologies, to provide  appropriate support and challenge for learners.

2.2 Curriculum
All staff take responsibility for developing literacy, numeracy, health and wellbeing and digital literacy across the curriculum.

2.3. Learning, teaching and assessment
Learners’ experiences are appropriately challenging and enjoyable and well matched to their needs and interests. Learners exercise choice, including the appropriate use of digital technology, and take increasing responsibility as they become more independent in their learning.

3.3 Creativity and Employability

Digital innovation
Children and young people work individually and in teams creating both digital and non-digital solutions. As their digital literacy becomes more sophisticated they embed computation to solve problems. Increasingly they apply the core principles underpinning digital technologies to develop their own ideas. Their skills are up-to-date with technological advances informed by a range of sources including the expertise of the young people themselves.

Digital literacy
Children and young people are innovative, confident and responsible in the use of technologies and staying safe online. They critically examine and make informed choices about the use of digital technology to enhance and personalise learning in school and where appropriate, beyond the school day. They anticipate and respond to new opportunities and threats caused by developments now and in the future.

How I plan to engage children, young people, parents and partners?  

I plan engage the young people, parents and colleagues through discussion of the expectations placed upon them by the learning approach being undertaken in the classroom.  Regular evaluation of pupils will allow me to reflect on the practice and listen to their views and opinions.

I am engaging with partners across Scotland to learn best practice and share ideas, challenges and solutions.

Technical Details – Recommendation from IT Services

In response to the request for digital prototypes within Carnoustie High School‘s physics labs, we propose the provision of Windows based tablets running Windows 10 O/S.  Devices would not be connected to the school network and would instead utilise Wi-Fi to access the Glow digital environment directly.    As you know this provides email, storage and workspaces for pupils and staff.  Additionally, it provides Office 365, WordPress and collaboration tools as well as broadcast services via Adobe Connect.

This would move away from the traditional approach of email and storage being provided on the school hardware/network to the Glow environment in a cloud based solution.  Utilising the storage provided by Glow would mean that pupils can also access their data from home or other remote environments where internet access is available at times to suit them in line with the flipped learning idea and this would be a move towards the learning environment described.  Within the school the devices would be in a group that was filtered by IP address enabling the internet access to be controlled. This would not apply if the device was connected off site and some “parental controls” type software may be needed on the devices to ensure the risk appetite was acceptable.  Additional costs for MS Office licensing have not been supplied as this would be provisioned via Office 365 within Glow.

One other issue would be around printing as this proposal would mean that printing was unavailable on printers within schools that were connected to the school network.  If this is required pupils could connect to their Glow account using other school IT and print accordingly.


Flipping 2.0 Practical Strategies for Flipping your class, Jason Bretzmann (2013).   


How Good is out School (HGIOS) 4th Edition, Education Scotland. 

Digital Learning and Teaching Strategy for Scotland – Scottish Government.