New guidance on grammar is available on University of Glasgow’s Digital Archive of Scottish Gaelic (DASG). The guidance can be accessed at: https://dasg.ac.uk/grammar
Applications are now invited for this 60-credit programme on Gaelic Medium Education. The programme is delivered by Aberdeen University and Sabhal Mòr Ostaig, and is fully-funded by the Scottish Government. Find out more.
Seo fiosrachadh ùr bhuainn:
Please see our February Briefing on Gaelic Education here:
Please follow the link below to view our briefings on Gaelic Education which keep practitioners updated of some of Education Scotland’s, and key partners’, support for improvement in Gaelic Education.
At Castlemilk Day Nursery DYW features as an integral part of the learning and teaching alongside literacy, numeracy and health & wellbeing. The Nursery employs a variety of approaches to allow their children to link the skills they are developing to the world of work, challenging gender stereotyping alongside.
Through outdoor learning children at Nursery have opportunity to explore and develop a wide variety of transferable skills across all curriculum areas. Using for example prompt cards and key questions children become aware of key professions and the skills required for these . This is reinforced through our joint up ventures with business and other local nurseries, primary and secondary schools. The Nursery is looking to promote skills for work, life and learning through role-playing , currently they have a focus on the veterinary sector. Children undertake a variety of roles and this helps them to understand the range of different skills that are necessary in the world of work.
Central to embedding DYW across all aspects of learning was the engagement of staff in professional dialogue and partnership working with employers. The Head Teacher and the staff have been working on resources that ensure that the Career Education Standards 3-18 is embedded within the curriculum.
A key priority of the nursery was to support children’s knowledge and understanding of the skills they were learning and relating these to the world of work The skills that the children explored are:
These where broken down into achievable “I can” statements for children and linked to the Career Education Standards 3-18. Staff had previously taken part in outdoor training within the local community woods and shared photographs of the learning with the children. The children were encouraged to share the skills that they could identify which included “helping”, “showing” and “talking” and relate these to their daily nursery routine and the wider world of work.. This was a shared learning approach which had positive implications for both staff and children’s learning. The nursery has taken the first steps to building on employee partnerships, developing the young workforce through joined up ventures and sustaining lifelong learning for all. The children really enjoy outdoors and the benefits which it brings. Having a woodland area within our nursery outdoor area we have been able to support and enhance the learning opportunities to support developing the young force through the children’s newly acquired transferable skills.
Staff and children have the opportunity to look at various experiences and outcomes through interdisciplinary learning. Skills for learning, life and work is an integral part of the planning and this ensures these are embedded within the curriculum experiences. Castlemilk has now made contact with wider industries such as house builders, catering agencies, generation programmes and engineering companies who are willing to support in sharing skills with our children
Castlemilk Day Nursery will continue to develop the young workforce approach within their daily practice and within their planning. They will work on joined up ventures with local nurseries, primaries, secondary schools and other education providers sharing skills and knowledge. This will support their children in developing their skills and open up many opportunities to embed DYW within the learning and teaching of the nursery.
Karen Henderson, Head Teacher says: “The initial idea came from linking staff CPD training with our community “Wellie Wanders” group which our children take part in weekly. Staff were also able to link their experiences to the “Outdoor learning” documentation and “My world outdoors” resources which are embedded within Castlemilk Day Nursery”
“I liked climbing on the trees with Ella. I climbed really high. Then climbed down again” Josh, age 4yrs
“I learned to build a den with sticks, leaves and tarpaulin. I like playing in the mud. I like everything outside” Tommy, age 4yrs
This professional learning is for teachers.
7 – 12 July (summer school) & 21 – 24 July (symposium), 2019
Are you looking for an opportunity to use and further your Gaelic in a fun and supportive community setting?
Come to South Uist, where Ceòlas Uibhist is offering:
- Short courses in the strongest Gaelic community;
- Quality tuition from experienced native Gaelic speakers;
- A positive and supportive learning environment;
- Gain confidence in speaking Gaelic in a community setting;
- Experience the rich oral tradition and culture as a teaching resource;
- Extend your knowledge of the natural environment, heritage and indigenous skills for cross-curricular themes;
- Strengthening of grammar, vocabulary, idiom and dialect;
- Understanding of Gaelic as a social and economic asset;
- Building connections with others in similar situations;
WHEN Week 1 (7 – 12 July); Week 2 (21 – 24 July) 2019
WHERE Dalabrog, South Uist
WHAT Gaelic Enrichment Course for Gaelic Teachers
For more information, please contact: firstname.lastname@example.org
Extended day centre within Yoker area of North West Glasgow. Nursery caters for children from 0–5 years from a multitude of cultural, social, economic and learning backgrounds.
The establishment has been raising awareness of job roles within local community by working with a range of different partners . This inspires the children and provides an early introduction into the world of work. The 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 the children have had several engagements with the organisation:
They have been working with the care home to grow products. This project is in conjunction with another partner Dumbarton Environmental Trust. The project is helping the children to improve their understanding of science but also introducing a wide range of different career options.
They joined the care home residents on Remembrance Day and the children 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 children to learn employability skills in a real-life context. The children are involved in all aspects of the enterprise activity and have had hands on experience in the following:
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 showcase a positive role model . They had a QA session and had the opportunity to ask a wide range of diverse questions.
“The effective incorporation of simple counting, matching and 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. We are building on our local partners and will continue to actively promote the positive impact of early introduction to the world of work” Mary Gallacher, Head Teacher
We will continue to work with local partners and strengthen links with the local community.
“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.
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
Education Scotland has published the Gaelic version of e-Sgoil’s live narrative project here:
This project outlines e-Sgoil’s virtual learning approach to overcoming barriers to learning across a range of local authorities and aspects of pedagogy. It is intended to assist senior leaders and teachers with improving practice through the medium of Gaelic and English.
SQA and Young Enterprise Scotland have been working together to demonstrate how the Tenner Challenge could generate evidence that meets the assessment standards of some SQA units.
Young Enterprise Scotland’s Tenner Challenge, in which participants make as much profit as possible from £10, provides an interactive way for learners to develop employability skills. The Tenner Challenge helps learners to develop skills including creativity, resilience and problem solving.
This document and case study outline how the Tenner Challenge could generate evidence that meets the assessment standards for the SQA units Personal Development: Self and Work (H18P 44) and Enterprise Activity (D36N 10).
Once evidence has been gathered via the Tenner Challenge, centres will have to check learners’ work against the Assessment Standards for the SQA units. The examples provided here illustrate the type of activities and evidence that are likely to generate appropriate evidence.
The contribution that Young Enterprise’s Tenner Challenge offers, in terms of evidence, will also depend on the range of activities that are being undertaken.
All evidence must be subject to rigorous assessment procedures and internal verification.
“Being a headteacher has offered me the opportunity to make a difference on a scale that is unlike any I have ever known” – Anne Graham, Headteacher, Comhairle nan Eilean Siar
The Scottish College of Educational Leadership has announced that applications for the following programmes are now open: Teacher Leadership, Into Headship, In Headship, and Towards Headship. Each programme is designed to suit the learning and development of those at different stages in their career. Links to further information and application forms can be found within the programme descriptions below.
The Teacher Leadership Programme is open to all post-probation teachers in Scotland. It is primarily aimed at teachers who are seeking professional learning opportunities to develop their leadership of learning and teaching in their context. A central feature of the Teacher Leadership Programme is enquiring into an aspect of the participants’ classroom practice. Teachers are supported to take an enquiring approach to developing an aspect of learning and teaching of their choosing as appropriate for their learners.
Into Headship is Scotland’s national qualification for headship and is designed for teachers aspiring to be a headteacher. Into Headship focusses on the specificity of headship and the strategic role of headteachers. Aspirant headteachers are supported to develop and continue to build the necessary knowledge, skills and understanding required of senior leaders.
“Into Headship helped me enormously as a leader. With increased knowledge and understanding of the national and international perspective, I now have a deeper appreciation of why we do things – and because my opinions and values are rooted in knowledge I have far more conviction and self-belief. I’ve become less operational and more strategic.” Claire Slowther, Headteacher, Dunbar Grammar School.
The In Headship programme is for headteachers within their first 2 years of headship, and is designed to provide support in transitioning to their new role. The programme is open to all new headteachers including those in a substantive post and those in an acting post (if the post will be held for longer than the duration of the programme).
It builds on, enhances and advances academic and professional learning gained through the successful completion of the postgraduate qualification Into Headship through which the GTCS Standard for Headship was initially attained. The programme provides a means for the deepening of understanding, application and evaluation of the Standard for Headship in practice, operating within the SCQF level 11 framework.
Towards Headship supports the continuous professional learning of aspirant headteachers already awarded the Standard for Headship who are now considering headship as their next career step and wish to engage in further learning.
Towards Headship builds upon previous professional learning through engagement in collaborative learning experiences with other aspiring headteachers, within the specific context of school leadership and preparation for headship.