Adult Learning Strategy sub group update

 Following the first meeting of the Adult Learning Strategic Forum for Scotland (ALSFS), in September, the Adult Learning Strategy Sub-Group set about getting 5 consultative workshops and an adult learning survey underway. 

By late-October, the learning survey was up and running (https://www.smartsurvey.co.uk/s/AdultLearningSurvey2019/).  This will remain live until at least the end of November, so please encourage and support your learners to participate.

The Strategy Sub-Group would like to thank the partners and colleagues who participated in the recent strategic themed workshops.  These were organised around the themes of:

The Adult Learning Offer and Planning Progression

Advice and Guidance

Access, Empowerment and Change

Learning for Work

Workforce Development

 The rich discussion led to outputs and actions which the Sub-Group are now reviewing.  These will be reported to ALSFS when it next meets in December. Although still early in its conception, work around the new Adult Learning Strategy has already gathered momentum and it’s hoped that colleagues and partners are already enjoying a sense of involvement and ownership of the strategy, which is expected in late 2020. 

If you haven’t had the chance to input into the strategy yet, further consultation is planned over the coming months for local services, practitioners and learners – dates and locations to follow.  We look forward to seeing you there.

 

Focus on Adult Learning in CLD

This month marks 100 years of Adult Learning. Across our communication channels we have been busy highlighting the campaign and the work that Community Learning and Development (CLD) covers in adult learning.

The thing that surprises most people about CLD is the variety of roles and diversity of learning that is covered. People who work in CLD often have a variety of disciplines to cover and ensure they are equipped with the necessary skills and knowledge to provide these. The CLD Standards Council is the professional body for people who work or volunteer in CLD.

Adult literacy & Numeracy in Scotland follows a social practice model. It looks at the skills, knowledge and understanding that a learner has to build on and relates learning to a context within personal, family, working or community life. Provision is offered in a learner centred way and can use real life resources such as bills, letters, newspapers or other household resources to support learning to have a real life context.

ESOL is English for Speakers of other languages and community based ESOL is delivered by CLD teams across Scotland. Scotland has supported the Syrian Resettlement Scheme in recent years which also links to ESOL provision and wider CLD activity in communities although this can look different in different local authorities. ESOL learners can come from any country in the world and groups can be made up of a variety of languages and cultures.

Community based adult learning in Community Learning and Development (CLD) can cover a wide variety of learning opportunities that are intended to be informal, relaxed, friendly opportunities that aim to break down barriers for learners who are hardest to reach. These can be adults with multiple barriers such as mental health, physical health, learning difficulties, alcohol and drug addictions, long term unemployment and social isolation among others.

Adult learning in CLD covers a variety of areas such as confidence building, health issues, bereavement, life changes (such as divorce or redundancy) focussing on areas of high deprivation where poverty impacts on households and families.

CLD is a value-based practice and CLD professionals have committed themselves to the values of self-determination, inclusion, empowerment, working collaboratively and the promotion of adult learning as a lifelong activity. Programmes and activities are developed in dialogue with communities and participants, working particularly with those excluded from participation in the decisions and processes that shape their lives.

The focus of CLD in all areas of adult learning are improved life chances for people of all ages, through learning, personal development and active citizenship with stronger, more resilient, supportive, influential and inclusive communities.

The Education Scotland CLD Team works to support the CLD sector in delivering high quality learning opportunities relevant to the communities that are in need. The Education Scotland CLD Team supports professional learning across different areas of adult learning in CLD and supports the creation of new policies and strategies. The team is keen to share and promote interesting practice that is of interest delivered by CLD workers who work tirelessly to improve the communities and individuals they work with. Get in touch if there is a piece of work you would like us to share! Contact Laura.McIntosh@educationscotland.gov.scot for more information.

The importance of empowered learners


I have for a long time been an advocate for children’s rights, and embedding rights-based approaches into all services that are involved with children and young people. Learner empowerment is a very important aspect of this, and I strongly believe that we cannot have effective systems for learners if we don’t seek their views and opinions, and act upon these.

Research clearly shows that when learners are involved in making decisions about their learning, schools and communities that there is an improved culture and ethos and raised attainment and achievement. Being involved in decision making also provides children and young people with important skills that will help them to become confident learners, responsible citizens, effective contributors and successful learners.

Those are the very same capacities that Scotland’s Curriculum for Excellence sets out to achieve by putting learners at the heart of education. It really highlights the value of empowering learners and the impact it can have on shaping the people they become.

As someone who is passionate about children’s rights, I welcomed the chance to work with children and young people to develop new guidance that sets out clear principles and a rationale for empowering learners. I met with children and young people from primary, secondary and Additional Support Needs (ASN) backgrounds to shape this new guidance which will remain in draft over this academic year to allow even more people to help shape this valuable resource.

Many schools and other education settings have planned systems to ensure that learners are fully involved in making decisions, and are able to lead and contribute to school improvement. I met learners who are regularly asked about their experiences of their learning and what is working well or could be improved. And many practitioners are open and transparent with children and young people, and value and act upon their views and opinions.

It is wonderful that so much focus is already being placed on learner empowerment across Scotland and as one (empowered) Primary Six pupil said to me “kids know what schools should be like for kids”. I couldn’t have put it better myself!

Maxine Jolly, Senior Education Officer at Education Scotland

New guidance published to support empowerment

New guidance has been published as drafts which aims to support an empowered education system in working together to improve outcomes for children and young people.

The range of draft guidance has been developed in partnership with those working in our education system through the School Empowerment Steering Group.

Each tailored guide sets out what empowerment should look like in practice for eight key partners in an empowered system, including school leaders, teachers and practitioners, support staff and parents and carers.

Gayle Gorman, HM Chief Inspector of Education and Chair of the Steering Group said: “Evidence shows that successful education systems are those where decisions about the education of children are made as close to them as possible so it is important that educators feel empowered to make those decisions.

“It is also important that everyone involved in the education of our children works together and shares their knowledge for the shared aim of achieving the best educational outcomes for our children and young people.

“Over the coming academic year, we would encourage those working in education across Scotland to refer to these new guides which clearly set out what an empowered system looks like in practice and feel confident to make the decisions that will have a positive impact on the attainment of our young people.”

Feedback will be gathered over academic year 2019/20 before final versions are developed by June 2020.

For further information and to view the guides, visit https://education.gov.scot/improvement/learning-resources/an-empowered-system

Scotland’s Developing the Young Workforce Programme has been awarded the Future Policy Silver Award 2019

Scotland’s Developing the Young Workforce Programme has been awarded the Future Policy Silver Award 2019 by the World Future Council during the 141st Assembly of the Inter-Parliamentary Union in Belgrade, 16 October. The Future Policy Award is the only global award that recognises policies for the benefit of present and future generations.

The DYW programme has been selected among 67 nominated policies from 36 countries. Also known as “Oscar for Best Policies”, the Future Policy Award highlights the world’s most impactful policies which empower youth. The other winning laws and policies come from Rwanda, Estonia, Nepal, Los Angeles (USA), Senegal, South Africa and Europe.

This is an amazing achievement for the Developing the Young Workforce Programme. It is also a wonderful accolade for all the partner organisations involved and for those at every level in Scotland who have worked tirelessly to tackle youth unemployment, address inequality and develop new pathways to help young people into positive and sustained destinations. Above all, it recognises the success of young people across Scotland who have strived to overcome barriers to employment and have been empowered to develop skills for learning, life and work and to embrace new opportunities and pathways.

A great deal has been achieved and there is much we can be proud of. However, I’m sure you’ll recognise that there is still work for us to do. The next few years will be crucial as we strive to support those young people in Scotland facing the biggest barriers to employment.

 

More information about the award is available from the World Future Council website: https://www.worldfuturecouncil.org/p/2019-empowering-youth/

Lochend Community High School: Developing the Young Workforce

At Lochend Community High school they strive to open up opportunities for all of young people regardless of ability or background. They have a strong focus on Developing the Young Workforce across the whole school and through their links with colleges, universities, employers, local business and other organisations. They want to embed work related learning opportunities across the whole school. They continue to expand and develop skills through a range of activities in and out of the classroom with a particular focus on ‘closing the gap’. They are empowering young people to develop their skills for Life, Learning and Work. This strategy involves establishing ever-increasing local, regional, national and global partnerships to support all curricular areas to provide real- life contexts for learning.

How have they done this?

Working with young people and partners to embed opportunities and developing skills across the curriculum.

Enhance young peoples understanding of different career routes ,offering curricular programmes and regular engagement with employers.

Actively collaborate with partners to develop and deliver a curriculum that supports the development of young peoples employability and career management skills.

Reviewing the work placement model in line with the ‘Work Placement Standard’,creating bespoke opportunities tailored to the needs of all young people.

Careers Events
Allowing  young people to find out about potential employers. Young people have the opportunity to talk directly with representatives from industry and education.

HE/FE Fairs
Partnerships with City of Glasgow, Glasgow Clyde, Glasgow Kelvin, West College Scotland, GCU, UWS, UoG, Strathclyde, Stirling and Glasgow School of Art. Each year group has a short presentation and an opportunity to meet with the Further and Higher Education representatives to ask  questions about courses, entry requirements and education beyond school in general.  Parents of senior phase young people are invited to attend.

Mock Interviews
All young people are given interview skills training and mock interviews from their business partners.

Salters Chemistry Festival
In partnership with University of Glasgow, Salters Chemistry and Royal Society of Chemistry, young people are given experience of working in a working laboratory carrying out investigations and experiments.

Chemistry Careers Event
In partnership with Glasgow Science Centre, UWS and Royal Society of Chemistry young people learn about laboratory techniques, discuss career pathways and alternative routes into careers in Chemistry

STEM Glasgow/Jacobs Engineering Challenge
In partnership with DYW Glasgow, West Partnership, Glasgow City Council and Jacobs Engineering young people are involved in real life engineering challenges. Working  with partners to create a solution to plastic pollution while investigating and learning about careers in the sector.

Go4Set
Young people have the opportunity to develop skills, inform subject choice and change perceptions about STEM, raising awareness of how studying STEM related subjects can lead to rewarding careers.

SmartSTEMs
In partnership with Glasgow Kelvin College young people explore STEM related careers with input from various organisations. Young people take part in practical activities to enhance skills and knowledge of STEM based careers.

Science Club
In partnership with STEM Ambassadors S1 young people are involved in weekly activities which promote learning and careers in STEM.  Links are made to STEM careers and young people are encouraged to explore and research  career pathways.

Numeracy Week
Making links between numeracy used in subjects across the school and how numeracy is used in the world of work. Using partners such as credit unions, Barclays Bank, Santander, Mott McDonald, NHS, Marks and Spencer to showcase Maths in the world of work.

Apprenticeship Tests
Young people have the opportunity to learn and practice numeracy tests for apprenticeships, colleges and universities.

P7 Maths Challenge
Young people work in teams to learn about Maths in the world of work.

ScotBeef/Aldi 
Young people working collaboratively,  researching existing products and designing a new product to present as part of the competition. The winners will have their product marketed, displayed and sold in Aldi stores across the country.

Quality Meat Scotland Chef Visit
Chef visit to work with S2 young people, demonstrating and embedding skills as well as sharing their experience of working in the hospitality industry

ZooLab Junk Bus
Delivered in partnership with Zoolab Junk Bus young people learn about the production of some of our favourite foods.

GHA/ Loretto Afternoon Tea
Partnership with Glasgow Housing Association and Loretto Housing allowed young people to work with local partners  and allowed an opportunity to experience working in this sector.

Future Textiles
Developing an understanding of the textile industry and the available progressions pathways.

Marks and Spencer – Work Placement Programme.
The partnership was set up to strengthen the link between employers and young people, building  confidence and supporting the transition between school and the workplace.

30 young people have had the opportunity to apply and experience a work placement in the retail sector. Many young people have secured part time jobs as a result of the experience.

Glasgow Kelvin College Pathway
As part of the S2 options process, young people will be offered the opportunity to attend Kelvin College for one afternoon per week throughout the school session. This partnership programme allows young people to participate in a college based course alongside their school studies. This will not only enrich their learning experiences but will provide them with qualifications in the form of SCQF Level 4 units. Young people enrolled in these courses will also be considered as an internal applicant for any further courses.

RUTS
RUTS aims to equip young people with the confidence and skills, raising their aspirations. RUTS are currently delivering a bespoke personal development/employability, this is achieved through motorcycle and bicycle based programmes tailored to the individual needs of the young people.

NHS @ Work
Young people S1-S6 have the opportunity to attend an NHS@Work Event showcasing the careers available within the NHS, dispelling some of the myths about working in the NHS.

Widening Participation
Educational support and guidance programme designed to widen access to higher education.

FARE
FARE are a voluntary organisation based in Easterhouse . They work with communities to improve the lives of children and families. FARE are employed within the school, engaging with a number of projects and programmes that link to the DYW agenda.

Young Enterprise Company Programme
The Company Programme is the ultimate business experience for S5 and S6 young people. They set up and run their own company and develop a range of skills throughout this entrepreneurial experience.

Career Ready
Career Ready is a programme that prepares young people for the world of work. The model links young people to employers through master classes, mentoring, workplace visits and internships.

EY Foundation partnership
EY Foundation is a charity that works directly with disadvantaged young people,employers and social entrepreneurs to create and support routes into education, employment and enterprise. They support the school in world of work events, mock interviews and industry presentations. They also have a paid work experience programme called Smart Futures.

Skills Academy
Working with a range of business partners, young people who are studying less than two National 5 qualifications are invited to attend a programme that helps develop crucial knowledge and understanding of the world of work.

Flexible Work Placement Model
Lochend  offer a flexible approach to work placements, encouraging and supporting young people to source and secure their own work placement . There are also targeted placement opportunities available on WorkIT and via our business partners which are available to all young people.

Departmental DYW displays 
Displaying potential careers and pathways relevant to their own curricular area. The Pupil Leadership Team have created a number of notice boards around the school to promote the DYW agenda. The boards also include live job/apprenticeship and work placement opportunities.

Lochend CHS Skills Framework
They established a systematic and progressive skills development framework that will be used across learning. Young people will have the opportunity to reflect on these on an on-going basis and incorporate them into their profiling activities. The Skills Framework will be displayed throughout the school.

During the academic year all staff took part in CLPL around the DYW agenda.  Staff received an introduction to the Career Education Standards and an introduction to labour market Information.

Social Media
All information relating to DYW and employability is advertised on Facebook and the DYW Twitter page. Parents engaged regularly with posts on Facebook which ensured that parents/carers/guardians were more aware of the range of opportunities and supports available.

Work Inspiration Visits
Young people have has the opportunity to experience the world of work and to find out more about career pathways:

Art Galleries Hilton Hotel Group IBIS Hotel Group
UK parliament Engie GHA
Auchenlea Building Site TIGERS Construction Training STV
Glasgow Film Theatre National Theatre of Scotland Platform @ The Bridge
Emirates Arena Braehead Shopping Centre BBC Scotland
Glasgow Fort Marks and Spencer Glasgow Kelvin College
City of Glasgow College Glasgow Caledonian University FARE
Glasgow Life

Next Steps
Increase the number of MWOW ambassadors

Engage in  more profiling support

Recording achievements using My World of Work

DYW newsletter

Parental Engagement

Quotation
“I developed so much confidence from taking part in a lot of these activities. I have met so many great people who have helped nurture me and give me the platform to learn. I have so many more contacts now than I did before.”
Young Person

Towards Best Practice in Educating Separated Children

Scottish Refugee Council, Glasgow Clyde College, Aberlour and Stirling University ran a conference on Wednesday 25 September, the culmination of a year-long project, Towards Best Practice in Educating Separated Children. The aims of the conference were to:

  • To present new research by Stirling University into the educational and language needs of unaccompanied asylum-seeking, refugee and trafficked young people (16-18)
  • To present the views of young people themselves on their education and aspirations; and
  • To promote the Glasgow Clyde College ‘16+ ESOL’ model – rationale, and curriculum and teaching resources.

The 16+ESOL Routes to Learning handbook sets out the approach, curriculum and teaching resources of Glasgow Clyde College’s 16+ESOL programme for separated children (16-18). It is a helpful resource for lecturers and teachers educating separated children in Scotland, the UK and elsewhere, in colleges and schools or in the community as well as other professionals, such as social workers and guardians. Whilst developed for separated children, the resources may be used and adapted in other ESOL, EAL and other language learning settings. A link to further online resources can also be found in the handbook.

The full research report and executive summary can be found here  Towards Best Practice in Educating Separated Children

The live stream footage from the conference in Glasgow on educating separated children is on Youtube (64 mins). It features researchers from Stirling University presenting their findings into Glasgow Clyde College’s 16+ESOL programme, as well as a presentation from two of the lecturers behind the programme.

A film of four young people (9 mins) who have benefited and graduated from the 16+ESOL programme was shown at the conference.

The project was funded by the Glasgow Clyde Education Foundation and Paul Hamlyn Foundation.

An exemplar of the 16+ ESOL programme at Glasgow Clyde College can also be found on the National Improvement Hub.

New Professional Learning Communities Hub Launched

Visitors can now access all areas of the curriculum from one place and enjoy new features in the new Professional Learning Communities (PLC) Hub.

The PLC Hub is the main home page for all PLCs, latest PLC news, high level documents and an easy place to access the National Educator Yammer feed.

The new and improved hub supports collaborative learning between educators by hosting National documentation, providing latest information and events so you can keep up to date with the latest work happening across schools in Scotland.

The refreshed site has standardised navigation which makes it easier for the user to explore various sites at one time. This means, for example, accessing key documents on the same page and easily retuning to the home page to access another area without having lots of tabs open.

The new look PLC Hub has several additional features to benefit learning and teaching:

Launchpad

We have added a PLC tile to the Launchpad on RM unify. This means you can access the site with just one click.

News Feed

This brand new feature will keep you up to date, pulling in news from each area of the Professional Learning Communities.

Highlighted Content

Education Scotland have created a new infographic outlining what a PLC is and how the space can be used effectively. Glow Community rules are also easy to access on the PLC Hub page.

National Educator Yammer Feed

View latest posts or ask questions via the National Educator Yammer feed which is embedded on the PLC Hub page.

Library

We’re excited to bring you our first PLC for school library staff in Scotland. You’ll find links to the most up-to-date documents and national programmes as well as professional learning resources. You can expect to see some exciting things happening in our libraries like: 3D printing, Robotics and Programming.

Curriculum areas

As part of the refresh we have reviewed and updated content. Everything you see is the most up to date and relevant information and guidance. The curriculum PLCs and non-curriculum PLCs will continue to evolve over time and will continue to move to the new, modern version of SharePoint.

Colour Coordinated

We understand you might want to access several areas at a time. Each new curriculum PLC has a picture of the CfE Experiences and Outcomes and a colour coordinated home button so users can see clearly which area of the curriculum they are exploring.

Continuously Evolving

All of the content in the Professional Learning Communities is shaped by experts at Education Scotland and goes through a rigorous quality assurance process on a regular basis. This means you can ensure everything you see is the most up to date and relevant information all developed by the national improvement agency for Education in Scotland.

Visit the Professional Learning Communities Hub today

 

Briefing on Gaelic Education

Seo fiosrachadh ùr bhuainn:

https://education.gov.scot/improvement/Documents/BriefingonGaelicEducationSept2019.pdf 

Please see our September  Briefing on Gaelic Education here:

https://education.gov.scot/improvement/Documents/BriefingonGaelicEducationSept2019.pdf

Our briefings on Gaelic Education  keep practitioners updated of some of Education Scotland’s, and key partners’, support for improvement in Gaelic Education. Please follow this link for more information:

https://education.gov.scot/improvement/learning-resources/Briefings%20on%20Gaelic%20Education/Fiosrachadh%20mun%20Ghàidhlig

Portlethen Academy: Raising the profile of skills in learning and teaching.

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:

Head Teacher

Young People

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 their 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 from 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 the 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

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
Mock interviews
Rural skills
Air traffic control
NHS
Enterprise day (S2)
Micro Tyco
MWOW ambassadors
Hospitality (chef of the week, Royal navy chefs)

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.

  • 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

Next Steps
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 the 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.

“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.

“The framework diagrams give me a key point of reference in planning lessons and for reference in class.” Teacher

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