Category Archives: Supporting Learners

The CDN College Awards 2017: Call for Entries

We are seeking entries for this year’s CDN College Awards. The deadline date for entries is Friday 7 July 2017.  

Entries are invited in the following eight categories:

  • Developing a Regional Curriculum Award
  • Digital Education Award
  • Employer Connections Award
  • Essential Skills Award
  • Health Promoting College Award
  • Inclusive College Award
  • Innovative College Award
  • Student Citizenship Award

For further information and how to enter please visit online:   

www.cdn.ac.uk/cdn-college-awards-2017/ 

 The winners will be announced at a black tie awards dinner.

SCQF School Ambassador Programme

In 2015/16 the SCQF Partnership launched its School Ambassador programme with the aim of identifying and confirming SCQF Ambassadors in schools to raise awareness and understanding of the SCQF as well as promoting its use among learners, school staff and parents. A successful programme ensures the impact of the Framework is maximised, that it is perceived as a vital tool for progression and that the benefits of the Framework are being communicated to learners across all schools.

Six schools were initially approached, all of whom were extremely keen to take part. After training and as part of the package to schools, both plaques and badges were awarded to:

Margaret Ford Monifieth High School, Dundee
Laura McQueen Prestwick Academy, South Ayrshire
John MacPherson Oban High School, Argyll
Raymond Perry Braeview Academy, Dundee
Jane Cleghorn St. Mungo’s Academy, Falkirk
Sharon Watson St. Andrews Secondary School, Carntyne, Glasgow

In the latest phase of the programme the SCQF Partnership has developed a Memorandum of Understanding which makes it clear what is expected of participating schools and what support they will receive.

In summary the Partnership will:

  • Deliver an initial training session for participants;
  • Present trained ambassadors with an “SCQF School Ambassador” Certificate, Ambassadors badge and an Ambassadors Resource Pack containing exemplars of materials required to deliver on-site sessions;
  • Support Ambassadors by providing all the necessary resources to deliver training sessions in schools including lesson plans, case studies, presentations and associated materials;
  • Provide opportunities for schools to participate in real life SCQF projects;
  • Provide opportunities for staff and pupils of the school to be involved in events which showcase the different ways in which the SCQF can be used;
  • Provide opportunities to engage in SCQF related competitions; and
  • Provide opportunities for pupil work experience within the SCQFP office in Glasgow.

 

Schools signing up for the programme will:

  • Undertake the initial training at the SCQFP office in Glasgow or an appropriate regional venue;
  • Cascade this training to other staff members and appropriate school pupils;
  • Ensure SCQF is highlighted on the school’s website and has a prominent place at Parents’ Evenings/events;
  • Engage with SCQFP via social media;
  • Ensure SCQF leaflets/newsletters/promotional materials are endorsed at school events;
  • Utilise SCQFfold, the SCQF online toolkit;
  • Promote short training sessions on the SCQF delivered by staff for parents; and
  • Promote short training sessions on the SCQF delivered by senior phase pupils for younger pupils and for parents.

 

Benefits for participating schools include:

  • A ceremony at school to award a plaque. This can raise awareness and act as a good promotional activity for the school;
  • A heightened profile for the school and acknowledgement of sharing good practice;
  • Opportunities for staff development through training for nominated Ambassadors;
  • A set of dedicated resources to allow ambassadors to deliver in-house events;
  • The opportunity to participate in real life projects such as developing web pages and toolkits for the SCQF website, designing promotional materials and taking part in school competitions which will further promote the Framework;
  • A better awareness of how to use the SCQF for pupils to plan their learning journey and make decisions about future learning;
  • An increase in confidence and self-esteem for pupils involved in the programme.

Schools have shown great interest in the programme and we are currently planning training events with Bearsden Academy, Greenwood Academy, Greenfaulds High School, St Joseph’s College and Cardinal Newman High School. We are keen to explore opportunities across Scotland.

Sign up for our SCQF Ambassador training workshop taking place in our Glasgow office on Tuesday 7th March 10.00 – 12.00. If you are interested in finding out more about the programme please contact:

Brian Keegan at b.keegan@scqf.org.uk or phone 0141 225 2926

My world of work: What career options are available with a qualification in Gàidhlig, Gaelic (Learners) and Gaelic Medium Education?

My World of Work offers career information, advice and resources to help children and young people learning Gaelic and in GME make informed choices about their future.     It enables children and young people to choose school subjects based on labour market information and career pathways. Find out more.

For information on teaching Gaelic, or through the medium of Gaelic, please visit Bòrd na Gàidhlig’s website

 

 

Govan High School Marks £2 Million Milestone For Youth & Philanthropy Initiative Scotland

yipThe Youth and Philanthropy Initiative (YPI) in Scotland has announced that a total of £2 million has now been awarded to local grassroots charities since the programme was first introduced in Scotland by The Wood Foundation in 2008. This year alone a total of 210 Scottish secondary schools will participate in YPI, actively engaging over 26,500 students in a hands on experience of social action and philanthropy.  The latest £3000 grant will be awarded at Govan High School’s YPI Final on Friday 18th November, marking a significant milestone for the YPI programme.

Commenting on Govan High School’s YPI Final and hitting the £2 million milestone, Sir Ian Wood, Chairman of The Wood Foundation said, “YPI is by far The Wood Foundation’s most successful philanthropic initiative in Scotland.  Beyond the grants YPI has awarded to local charities, the programme most significantly impacts upon young people, not only providing a valuable experience of philanthropy but also nurturing critical employability and enterprise skill development.  We are proud that today’s YPI celebration event at Govan High School marks a total of £2 million invested in local communities across Scotland through the programme.  This is a remarkable milestone, made possible through the dedication of our participating schools and charities, the support of our programme funding partners, and the enthusiasm of all participating students.”

Govan High School has now participated in YPI Scotland for two yip-govan-hsyears, delivering the programme across their full S2 cohort as part of the school’s Wider Achievement Programme. Through YPI, Govan High School students are encouraged to draw upon their strengths and learning from across the school, and look beyond the classroom in order to link closely with the wider school community.  Teachers at Govan High have noted a massive impact on their learners through the development of vital skills including research, communication and team work, and students have also demonstrated real commitment to the programme, with many dedicating their own time to visit local charities, as they address local social issues.

Nancy Belford, Head Teacher of Govan High School, commented, “As a school we strive to create a caring, inclusive and happy learning community and the whole ethos behind the YPI Programme helps to enhance this vision. YPI encourages our young people to care about their community through identifying a social issue that is important to them; it builds links between people and organisations in the wider community as students explore and visit charities; and it helps to promote inclusion as our young people come to understand what is happening on their own doorstep and what it is they can do to help some of the most vulnerable groups within the local community.”

The YPI programme is now delivered across 31 local authority areas throughout Scotland and over half of all secondary schools in the Glasgow City area are now actively involved in the programme.

Maureen McKenna, Director of Education at Glasgow City Council and guest judge at Govan High School’s YPI Final stated, “YPI is proving to be a highly effective framework through which students can broker and establish meaningful partnerships across their school community, develop essential skills for learning, life & work, and directly support local people & groups most in need.  This in itself encapsulates what Curriculum for Excellence is all about.  I am very proud of the involvement of schools in our area and that Govan High School’s 2016 YPI Final also recognises a total of £2 million invested in local Scottish charities through YPI.”

1000 Girls – 1000 Futures!

1000-futuresThe New York Academy of Sciences is inviting girls aged 13 – 19 years to participate in an exciting initiative called the 1000 Girls, 1000 Futures programme with the Global STEM Alliance! Fourteen Scottish girls participated in the pilot programme last year with two girls being invited to represent Scotland at the concluding event in New York. Visit this blog to see how one girl benefitted: https://blogs.glowscotland.org.uk/glowblogs/STEMcentralinmotion/2016/08/24/girls-into-stem-new-york-style/

Girls participating in the program are matched with a specially-selected STEM mentor and given access to a virtual platform hosting immersive content that will help them develop their 21st century skills – leadership, communication, and critical thinking. In addition, mentees can also take advantage of the college and university readiness module, live online engagements and webinars with inspirational guest speakers, a global, female community, and relevant, important discussions surrounding different STEM topics.

If you know of any girls interested in STEM who would be willing to commit to the programme then please encourage them to apply via the following link: http://www.1000girls1000futures.org/

Please note that the deadline for applications is Friday 7th October.

If you are interested in finding out more about how you can promote gender in STEM then please see Education Scotland’s research briefing at: http://www.educationscotland.gov.uk/stemcentral/gender/index.asp

 

Labour market information inspires curriculum change in the Western Isles

_DSC7168Over the last years a long-term education:economic strategy has been put in place that applies Labour Market Information (LMI) to enhance ‘Personalisation and Choice’ in senior phase and drive forward curriculum change. As a result the Western Isles have achieved significantly improved SQA vocational education attainment, greater equity of provision, a local economically-relevant curriculum and increased positive, sustained destination rates for young people.

LMI-identified maritime industries are a key sector in this local authority and a wide range of work-based learning opportunities have been created for young people, now embedded within the senior phase curriculum.  As a result all CnES presenting centres run popular N5 Maritime Skills for Work courses. Such has been the industry recognition of the maritime skills, experiences and qualifications gained by young people in school, a number of pupils have secured part-time work with the Stornoway Port Authority and others employment in the aquaculture, ferry and fishing industries.

Iain Stewart (Education and Childrens’ Services) comments: “Our education/economic strategy has significantly improved the industry-relevant skills/qualifications employers are looking for and as a result enhanced the employability of young people – a win-win situation for all parties involved. Young people find local employment, develop essential skills for what world of work and employers save money and time on the training of a young workface.”

The LMI prioritisation of STEM has also driven considerable senior phase change in recent years. Pupils in Castlebay School, Isle of Barra, informed by LMI asked for SQA Engineering in senior phase. Outcomes has taken the form of very good SQA results, increased post school progression to engineering FE and HE courses and to engineering work destinations. Of the ten Sgoil Lionacleit pupils on the Engineering Skills for Work course in 2014, eight progressed to engineering destinations In 2015, Western Isles schools, with under 1% of Scotland’s pupils accounted for 28% of SQA Engineering Skills for Work N5 passes (up from 24% in 2014).

The integration of LMI with pupil ‘Personalisation & Choice’ data promotes the ‘responsive schooling system’, something highlighted by the OECD as being of importance. The resulting senior phase progression pathways in the Western Isles have tangibly engaged young people, who see the economic currency and relevance of S4/5/6. Latest figures show over 25% of CnES school leavers with SQA vocational qualifications at SCQF 5 and above (Scottish average 9%) and of the 2015 school leavers, 42% are in work (also highest in Scotland).

LMI continues to inform new developments including industry-relevant SQA vocational qualifications and CnES E-Sgoil Gaelic language opportunities.

NB.: Here some additional statistics in support of the above:

* Scotland’s Youth Employment Strategy – Developing the Young Workforce KPI3 “increase the percentage of school leavers attaining vocational qualifications at SCQF level 5 and above”: (Data from Scottish Government ‘Summary statistics for attainment, leaver destinations and healthy living, No. 6: 2016 Edition – Attainment and Leaver Destinations’ 22 June 2016)

Percentage of 2014 school leavers attaining 1+ vocational qualifications at SCQF Level 5 and above Percentage of 2015 school leavers attaining 1+ vocational qualifications at SCQF Level 5 and above
Aberdeen City 7.1% 8.7%
Aberdeenshire 4.5% 4.4%
Angus 3.7% 3.9%
Argyll & Bute 10.6% 15.7%
Clackmannanshire 4.3% 1.8%
Dumfries & Galloway 8.7% 6.7%
Dundee City 6.0% 8.9%
East Ayrshire 8.2% 9.3%
East Dunbartonshire 8.3% 11.3%
East Lothian 7.7% 10.3%
East Renfrewshire 7.8% 8.6%
Edinburgh City 8.0% 10.6%
Eilean Siar 24.8% 26.0%
Falkirk 8.9% 10.6%
Fife 3.0% 4.0%
Glasgow City 6.9% 10.2%
Highland 11.0% 10.5%
Inverclyde 0.6% 3.5%
Midlothian 7.1% 16.4%
Moray 7.7% 8.1%
North Ayrshire 5.5% 12.0%
North Lanarkshire 9.3% 9.7%
Orkney Islands 11.4% 15.4%
Perth & Kinross 11.5% 13.6%
Renfrewshire 4.1% 6.2%
Scottish Borders 2.5% 4.1%
Shetland Islands 7.1% 10.4%
South Ayrshire 4.8% 7.7%
South Lanarkshire 3.1% 3.9%
Stirling 3.9% 5.9%
West Dunbartonshire 9.0% 15.6%
West Lothian 20.4% 21.4%
Grant Aided 12.9% 8.0%
Scotland 7.3% 9.0%
(Vocational qualifications: NC, HNC, SVQ, NPA, & Skills for Work.)

 

** CnES 2015 leavers follow-up, 97% in sustained destinations (with 42% in work) Data from SDS SLDR

*** Skills Strategy Spotlight Better Skills, Better Jobs, Better Lives, OECD 2013

****LMI priority-STEM With under 1% of the national school roll CnES schools in 2015 accounted for 28% of the SQA N5 Engineering Skills for Work passes. Data – Insight.

***** SQA vocational qualifications in Local Food Production, Maritime, Harris Tweed, Crofting, Traditional Boatbuilding. Available SQA.org

 

Career Information, Advice and Guidance (CIAG) reviews

The CIAG team has redesigned the review model to reflect initiatives that have been introduced recently. These include the roll out of the SDS enhanced service delivery of CIAG services across the country, the implementation of the Career Education Standard and the publication of the Work Placement Standard for schools and colleges.

In addition, the outcome from the CIAG review grades, for the quality element Capacity to Improve, will now form part of the evidence base for demonstrating progress in the National Improvement Framework priority:

  • to improve employability skills and sustained positive school leaver destinations for all young people.

The next set of CIAG reviews have been agreed and will commence in September in Highlands region. Following this review there will be reviews in:

  • Renfrewshire.
  • South Lanarkshire.
  • Midlothian.
  • Dundee.

Follow-up reviews, which occur 18 months after the initial full CIAG review will take place in:

  • Clackmannanshire.
  • North Lanarkshire.
  • Shetland.
  • Scottish Borders.
  • Glasgow.

The reports from the full CIAG reviews can be found on the Education Scotland website at: http://www.educationscotland.gov.uk/inspectionandreview/reports/othersectors/careersservices/index.asp

‘DYW – interesting practice’ exemplars: First six now live!

Int Prac exemp KibbleThe first six ‘DYW interesting practice’ exemplars have now been published on Education Scotland’s National Improvement Hub, taking account the increasing number of activities around the implementation of this agenda.  These exemplars aim to inspire thinking and discussion around a particular project or key issue as well as to provide people with contacts to collaborate as they progress on their journeys to enhance children and young peoples’ opportunities to develop skills for learning, life and work.

The following exemplars are available:

  • Skills Academy programme at St Matthew’s Academy (North IMG_0636Ayrshire): Young people gain vital employability and life skills through this unique initiative.
  • SCOTS programme at Forth Valley College: Helps  learners consider college courses as a progression route in the senior phase.
  • Kibble Education and Care Centre: Delivers a wide range of uniquely integrated services to equip disadvantaged young people with the skills and experience to pursue a fulfilling career and a brighter future
  • 2+3 pilot project in East Ayrshire: Re-engages young people in the senior phase to peruse industry-focused learning  pathways.
  • Developing Career Management Skills – Millburn Area School Group: An education/transition programme across the ASG in Inverness to enhance employability and literacy skills at the same time.
  • Clyde Gateway: Scotland’s most ambitious regeneration project, has joined up with education to transform the lives of young people in Glasgow’s East End.

The next exemplifications in the series will be released at the beginning of the new term in August.

‘Creative Pathways Finder’ – offering an insight into vast careers opportunities in the industry

The ‘Creative Pathways’ brochure developed by Dundee Creative pathways brochureCity provides  anyone interested in working in the creative industries sector with all the information required to consider the wide variety of jobs  that exist within it.

Dundee, and Scotland as a whole,  have an exciting and ever growing cultural economy.   To continue to build on our reputation as an innovative and entrepreneurial nation, it is important that our young people are equipped with the correct skills and knowledge to thrive  and succeed, in order to grow and sustain Scotland’s economic future.

The aims of the Creative Pathways brochure are to:

• Highlight career pathways within the city and the importance of the role that creative industries will have in Dundee’s future.

• Provide an insight into specific career roles.

• Assist pupils with subject choices, sign-posting them in a creative direction.

• Increase teachers’ knowledge of the creative employment opportunities available for their pupils.

• Highlight what ‘creativity skills’ are.

• Raise awareness of the skills employers are looking for.

• Encourage creative people to remain in the city.

This resource has been informed by national strategies such as: Developing the Young Workforce Scotland’s Youth Employment Strategy,   A Time to Shine: Scotland’s Youth Arts Strategy, A Curriculum for Excellence and Scotland’s Creative Learning Plan.

As the creative sector in our city continues to expand many new opportunities will emerge for  young people to follow a creative pathway.

You can access the brochure here:  Creative Pathway Finder

Learning Families – Intergenerational Approaches to Literacy Teaching and Learning

“All of the programmes featured in this publication by the UNESCO Institute for Lifelong Learning  share valuable experiences and lessons. They reflect a view of effective learning families whereby each child is a member of a family, and within a learning family every member is a lifelong learner. Among disadvantaged families and communities in particular, a family literacy and learning approach is more likely to break the intergenerational cycle of low education and literacy skills..” (Elfert and Hanermann 2014)

http://uil.unesco.org/fileadmin/keydocuments/Literacy/en/learning-families.pdf

https://familylearningscot.wordpress.com/