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:
Follow-up reviews, which occur 18 months after the initial full CIAG review will take place in:
The CDN Emporium 2016: Inspiring Ideas will take place 01 to 17 June, offering a fortnight of thought-provoking and practical workshops, seminars and activities at our offices in Scotland and in colleges across Scotland.
This year the CDN Emporium will explore ‘Developing the Workforce’ as a theme, focusing firmly on the current needs and challenges facing colleges.
The Emporium creates opportunities to:
share inspiring practices and success stories from Colleges, Employers and Students
lead and discuss inspiring ideas that shape a transforming workforce development agenda.
What innovative (partnership) plans do you have to continue the implementation of DYW? Share your ideas on the Emporium Padlet.
This 12 month course will provide 16-18 year olds with training and practical experience in traditional building crafts and the opportunity to gain a heritage building skills related NVQ2. Young Heritage Apprentices will have the opportunity:
To be exposed to a number of craft skills
Specialise in either stonemasonry, plastering, carpentry, roofing and landcrafts
Learn a trade alongside master craftspeople, and work on new building schemes and conservation projects
This programme provides an invaluable opportunity for participants to gain skils and knowledge necessary to begin a career in an exciting sector with plenty of jobs. The course is free and all participants will be paid a bursary.
To find out more visit the Princes Foundation website or contact Lauren Banks on 020 7613 8582 or at Lauren.Banks@princes-foundation.org.
This document aims to support care staff working collaboratively with education staff to support children and young people with their learning in the care setting. It recognises that care staff are already supporting children and young people’s learning in care, and aims to provide them with practical examples which will assist services to further improve learning outcomes for children and young people across care and education. The examples of learning experiences which follow are organised in the 3 key curriculum areas which are the responsibility of all: literacy, numeracy and health and wellbeing.
New campaign to promote the benefits of human rights.
The Scottish Government’s #FlyTheFlag for human rights campaign is part of a contribution to the objectives of Scotland’s National Action Plan for Human Rights, where evidence demonstrates that people are insufficiently aware of their rights and do not feel empowered to claim their rights.
New research carried out by You Gov has shown that one in five Scots believe that human rights are for minority groups only. This new campaign is designed to help people better understand how human rights are relevant, used on a day to day basis and how they help build a fairer and more progressive society.
The SCQF Partnership is currently undertaking research to evaluate how the SCQF is being used by learners across all areas of education including school, college, university, CLD and those currently in employment. We would like to establish the level of knowledge of the SCQF and how it is being used by learners to make decisions on their learning and plan their learning pathways. We would also like to establish if there have been any changes in the levels of awareness and understanding of the SCQF since we last conducted this research in 2013.
Included, Engaged and Involved, Part 2 is currently being updated. It is hoped that the update will be more streamlined and will focus more heavily on the preventative, staged and early intervention approaches to supporting relationships and behaviour in school whilst continuing to provide clear guidance on some of the key issues around exclusions.
Consultation events on the draft guidance will be held on 13th of January 2016 in Edinburgh and on the 15th of January 2016 in Glasgow with a later date to follow for the North of Scotland. It is also hoped that these days will allow for consultation on the latest anti-bullying guidance which will be in draft form by then.
A key message from the recent Attaining Creative Solutions event was that if we want to engage learners, close the attainment gap and help young people develop the skills they need in order to thrive in an unpredictable and fast changing world, we can’t afford not to be creative.
This National Creative Learning Network event brought together senior education staff and practitioners from local authorities across Scotland with operational and strategic responsibility for attainment, employability and/or creativity and provided them with the opportunity to explore how they could use creativity to address these challenges in their local context.
The event was facilitated by Paul Collard, CEO of Creativity, Culture and Education, who drew on international research, policy and practice to discuss the importance of creativity in learning and its impact on learners’ attainment and the development of employability/career management skills.
Also featured was the launch of a new publication by Sir Tim Brighouse and education consultant David Cameron, ‘Ten challenges to becoming a truly creative school’, which became the focus for discussion sessions on how participants might work together to use creativity in their own roles in order to improve outcomes for learners.
An early evening Creative Conversation, We can work it out, featured Hywel Roberts, curriculum innovator and author of ‘Oops! Helping Children Learn Accidentally’, Andy Gray, Head of Schools and Communities, City of Edinburgh Council, Paul Collard and David Cameron. Film footage of this conversation which summed up the key messages of the day can be seen here: http://bit.ly/creativeconversationsplaylist
Dr Alasdair Allan, Minister for Learning, Science and Scotland’s Languages attended the evening conversation and was pleased to show the Government’s support for Scotland’s Creative Learning Plan. He commented that creativity is vital to the future of Scotland, both economically and in terms of culture and wellbeing – it can engage young people, tap into and develop their potential and have a powerful impact on attainment. Dr Allan stated that ’We want the best in creative learning to be an entitlement for all our young people’ and emphasised the Scottish Government’s confidence in the teaching profession to work collectively to continuously improve.
The following day National Creative Learning Network members met at Jupiter Artland for an inspiring day with Hywel Roberts who shared ideas and practical advice on using creative approaches to engage learners. The group explored the creative learning potential of Jupiter Artland’s education activities and heard from senior staff from Corstorphine Primary and Balerno Community High School on how they are embedding creativity within teaching and learning across the curriculum.
Feedback from the two days has been overwhelmingly positive. There is a strong sense of recognition that engagement is key and that creativity is an essential element in engaging all young people in learning.
This National Creative Learning Network event was delivered in partnership with Edinburgh Creative Learning Network, and was part of the Emporium of Dangerous Ideas programme. It was supported by Education Scotland in partnership with Creative Scotland.
Every aspect of the curriculum has a part to play in helping children and young people understand the world of work, the parts which they might play, and the contributions they might make to business, employment and the economy in their careers beyond school. Within that overall framework it is possible to see a unique role for the technologies, and the particular logic and clarity of a special relationship which the technologies can share with creative, productive working life in the 21st century.
Over a number of years, and through many different programmes and initiatives, national and local governments have recognised the importance of the technologies in supporting young people’s expanding awareness of careers and working life. For example, the Technical and Vocational Education Initiative (TVEI) invested £1bn in schools across the UK over a span of 10 years or so; and more recently the Scottish Government’s Determined to Succeed programme focused a further £100m on developing young people’s readiness for work, much of it supporting technological skills and knowledge.
Building Society: Young people’s experiences and outcomes in the technologies was launched on 9 March 2015. It’s vision for leanign in, through and about the technologies, makes clear the improtance of cultivating strong links and associations with the progress being achieved in Developing Scotland’s Young Workforce, in the wake of the Wood Commision report an dthe Scottish Government’s response.
Technologies at Work highlights ideas, issues, projects and resources from across the learning and skills landscape. It aims to help business and schools identify and make the most of the common objectives and synergies of the technologies and young workforce initiatives. It makes connections between subject areas, between education and business sectors, and between the economy and learning.
Education Scotland, who commissioned this Informed Scotland Special, encourages partners on business and across education establishments to use the resource, recognising the important bridge th technologies provides between the communities of school and work.