Category Archives: Uncategorised

Social Enterprise Academy: Online learning offer

The Social Enterprise Academy, a social change organisation that helps people to use their personal strengths to build sustainable enterprises and achieve greater social impact,  has responded to the latest challenges education faces in the current crises and is offering a number of online learning opportunities.

 

Community Champions Challenge

Our exciting new home learning activities give Scotland’s young people the opportunity to contribute to their community whilst developing their own skills and improving well-being.

Each week, teachers, parents and carers will receive a task, video, and activity sheet that supports young people to create a social enterprise to respond to issues they care about.

Young people can earn certificates for their hard work, as well as enter our Virtual Dragons’ Den for a chance to gain support from a social entrepreneur to develop their idea and win £100 seed funding to get started.

For more info, please visit: https://bit.ly/2WaMM6O

Click here for activity one

CPD sessions

For your own professional development, we also offer an online Supporting Young People to be Community Champions CPD to provide you with ideas for exploring social issues with your young people, supporting them to take positive action within their community and develop essential skills for life, learning and work.  Follow the link below to find out more about this opportunity.

ONLINE CPD 22 May 2020

The home learning activities, Dragons’ Den competition and online CPDs are all fully funded so there is no cost to schools. We are also funded to offer one to one support for individual teachers so please do get in touch with us if there’s anything at all we can do to support you and your young people – schools@socialenterprise.academy. Thank you, we can’t wait to hear some fantastic community champion ideas and flood social media with more good news stories about young people taking positive action in their communities.

For more information about our Schools programme see our website.

DYW School Partnerships at Breadalbane Academy

Breadalbane Academy aims to create an inclusive environment in which all young people find a pathway to success. We offer a range of learning opportunities – both within and beyond the classroom – designed to develop well-rounded individuals ready for life and work.   Partnerships are at the heart of our approach.

Collaboration with partners is a key principle in curriculum design and we work with local and national employers as well as our community to co-design our curriculum. We are proud to have links with over 50 organisations and a robust network of partners with whom we have 3-5 year ‘partnership agreements’.
We offer a wide range of planned engagement opportunities for P1 to S6 and have created a system to monitor these to ensure sustainability and ongoing improvement. These activities are structured around nine ‘employment themes’ reflecting the local and national employment picture.  As much as possible we ensure these are interactive and provide hands-on learning which offers opportunities for creative thinking.

Increasingly activities are being cross-referenced with our school skillset and pupils are provided with opportunities to reflect on how the input has developed
their skills profile.

We know our wider community well, which enables us to understand the skills required to live and work here. Collaboration with businesses and parents allows us to create projects that specifically develop these important skills.
The school actively encourages pupils to engage with the world of work in all areas and interests.  These happen at every age and stage of their school career, giving pupils a wide breadth of ideas and
inspiration. The students at Breadalbane are not just learning to pass exams but gaining relevant knowledge and experience for the world of work.

 

DYW – Quick Start Guide

The following information outlines the core essentials around DYW, in order to provide a quick overview and introduction to support  planning and implementation.  It includes the following sections:

AWhat is DYW? – Introduction

B.  What are the key priorities? – DYW essential

C.  Key Resources


A.  What is Developing the Young Workforce?

  • Developing the Young Workforce is a seven year programme to reduce youth unemployment by 40% by 2021.
  • The national milestones are set out in Scotland’s Youth Employment Strategy.   
  • The programme is built on the CfE entitlements for children and young people set out in 2008 in Building the Curriculum 3.
  • DYW is a key education policy, as highlighted by John Swinney at consecutive SLF addresses : “Our education policy is enshrined by three major policies, Getting it Right for Every Child, Curriculum for Excellence and Developing Scotland’s Young Workforce.” (SLF 2017)
  • A focus on STEM sits at the heart of DYW. The Digital Learning and Teaching Strategy, Making Maths Count report and  STEM Strategy for Scotland  will contribute useful and relevant insights.
  • DYW has a particular and significant contribution to make in realising the Scottish Attainment Challenge outcomes, in particular priority 4: Improvement in employability skills and sustained, positive school-leaver destinations for all young people.

B.  DYW Essentials:   What are the key DYW priorities ?

  1. The Career Education Standard (CES 3-18):     Read the Career Education Scotland (3-18).  This document contains the key entitlements and expectations around DYW in education and provides guidance for planning and progression.

Reflective question:

  • To what extent am I familiar with the entitlements and expectations outlined within the CES 3-18?
  • To what extent do I use the CES 3-18 to plan relevant and coherent learning experiences?

2. Education -Employer Partnerships:    Establishments need to continue to develop sustainable partnerships with employers, businesses and colleges, which will enable the delivery of meaningful work-related and work-based learning opportunities.

Reflective question:

  • What type of education-employer partnerships do I currently have in place?
  • How do I ensure that these partnerships are effective and sustainable?
  • To what extent do the partnerships contribute to the curriculum design and delivery?

3. Curriculum design:   Embed DYW consistently across all that is planned for children and young people throughout education, ie. within the curriculum,  through interdisciplinary Learning, Personal Learning and Achievement and  the life and ethos of the school as a community.  For more information see Scotland’s Curriculum Refresh Narrative.   Resources for teachers and practitioners can be access on My World of Work.

In secondary schools learner pathways should be planned to reflect the needs and aspirations of young people and offer a diverse range of tailored learning programmes from BGE into the senior phase.  This should draw on a wide range of work-related courses such as Foundation Apprenticeships, Skills for Work modules, HNCs etc delivered in collaboration with colleges, training provides and employers alongside traditional subject choices.

Reflective question

  • How effectively do you plan for career education opportunities and progression pathways for learners in your school?
  • In what ways does the curriculum provision and timetabling in your establishment incorporate career education for all learners?

4.  Connect learning with the world of work:  Whenever relevant learning should be linked to careers, the labour market, employability both theoretically as well as practically.    Education establishments should therefore create work-related learning opportunities for all learners from early years to senior phase.  This may include career insight, work  inspiration, enterprise, simulated  work environments connections.   Work-based learning should be provide to all learners aqs and when required, particularly however in the senior phase.  The implementation of the Work Placement Standard should be an integral element of this.

Reflective question:

  • To what extent do I plan and incorporate work-related learning opportunities across the curriculum
  • To what extent are partners involved in delivering meaningful, work-related experiences for learners,  the delivery of skills and qualifications and highlighting prospective career opportunities?
  • To what extent do all learners our have access to relevant work-based learning experiences and palcements.

5. Improvement Planning:  DYW should be included within the establishment improvement plan and the targets should be realistic and manageable and able to be overtaken in one school year. External partners, such as employers, community learning and development and colleges, and parents should be part of the improvement planning process.  However the voice of young people  should be clear in the establishment improvement plan.   All DYW activity and targets should be clearly focussed on outcomes for learners.

Reflective question:

  • What impact are improvement measures having on learning, success, achievement, confidence, positive destinations and so on?

6. Skills:   There should be a clearer focus on enabling children and young people to recognise and track their own skills development and achievements across their learning.

Reflective Questions:

  •  How effective are profiling processes across the school/establishment?
  • To what extent do I provide opportunities to engage in profiling that supports learning and the development of skills for work and future career choices?
  • How well do I engage children and young people in meaningful discussion about their achievement within and outwith school, the development of their skills and assist them in profiling these to support their career journeys?

7.  Equalities and Inclusion:   Planning for DYW should address issues of equity, equality and inclusion. This includes: addressing parity of esteem across all types of learning and future destinations; challenging gender stereotyping; and meeting the specific needs of young people with additional support needs, from black and minority ethnic communities and those with experience of living in care.

Reflective question:

  • To what extent is our DYW offer inclusive of all learners and challenges stereotypes and bias with regard to gender, race/ethnicity, disability and learners with additional support needs ?

C.  Resources :

Next steps

  • Sign up for Education Scotland’s DYW e-newsletter
  • Find DYW news and information on the Education Scotland Learning Blog
  • Follow us on Twitter, https://twitter.com/ESskills @ESSkills

DYW – Professional Dialogue: Virtual engagement sessions

In order to support your development work and thinking around DYW  we would like to provide you with the opportunity for professional dialogue with colleagues over the coming months.  We have therefore  set up the following 3 virtual workshop sessions (interactive webinars) for you:

1,   DYW – Virtual Drop in session –  4 May (11.00 – 12.30)

This session will allow teachers and practitioners involved in the delivery of DYW to link up with colleagues and share their current development work, discuss challenges and questions and explore ideas.  You will hear from Scottish Government, SDS, the DYW Regional Groups and Education Scotland what is currently trending and planned for the immediate and longer term around DYW in education.   Register for the event here:   Eventbrite Drop In

To access this session directly without registering you have the following options:

  1. Through  SKYPE FOR BUSINESS: Simply copy and paste in the email address  1384010.skype@vscene.net  into SKYPE (‘Find’ box);
  2.  Use the web browser:  https://app.vscene.net/r/ojAGlcg8pW ;
  3. Download the Vscene App and simple enter the Vscene room number 1384010, your name and click ‘Guest Login’.                          Please note: we will be using Padlet to share information and documents during the session:  https://padlet.com/dywedscot2020/Bookmarks

2.  DYW – Online Focus session 1:   27 May (11.00 – 12.30)

This session will enable teachers and practitioners to explore key DYW themes collectively.  The workshops will introduce main aspects around selected themes and allow for professional dialogue and enquiry. This will be practical and interactive in nature and include exemplification.  Materials used on the day will be shared with registered practitioners in advance.

Please indicated in the application form  topics you would be most interested in discussion on the day:

  1. Introduction to the Career Education Standard 3-18
  2. Work placements and work-related learning
  3. Embedding skills across learning
  4. Developing effective DYW  School  Partnerships
  5. Data driven dialogue: A process guide to reviewing school/education data
  6. Curriculum design:  Providing diverse learning pathways
  7. Equalities and Inclusion in the context of DYW
  8. Other:  (please specify)

Register for the event here: Eventbrite FS1

3.  DYW – Online Focus session 2:   16 June (10.00 – 11.30) 

The programme of the event follows the structure outlined above.

Register for the event here:  Eventbrite FS 2

 

All registered participants for the above 3sessions will be sent access information closer to the date of the events.

 

DYW Learning Resources: Collated offer

This area hosts a  selection of essential tools and learning modules for professional development and planning, collated in one area for ease of access.

  1.  Suite of CES 3-18  Learning Resources:
  2. Career Education Standard 3-18:
  3.  Curriculum design:   Senior Phase
  4.  Education-employer partnerships
  5.  Embedding Skills
  6. Work Placements and Work-based Learning
  7. Equalities

For more visit our DYW summary page on the National Improvement Hub.

DYW National Leads – Education and Regional Employer Groups

The following lists the main DYW National Education and Regional Employer Group leads:

DYW Regional Employer Groups:

Argyll & Bute Harvey Agnes
Argyll & Bute Anderson Scott
Ayrshire Baird Claire
Borders Ward Sara
Dumfries & Galloway Galloway Graeme
Dundee & Angus Tasker Hilary
Edinburgh & Lothian Fenwick Michelle
Fife Hepburn Ryan
Forth Valley Henderson Jen
Glasgow Crawford Nicola
Glasgow MacPherson Shona
Inverness – Central Highland Maxtone Andy
Inverness – Central Highland Nicol Stewart
Lanarkshire Nimmo Alison
Moray Baxter Sarah
North East Holland Mary
North east Holland Mary
North Highland Morris Trudy
Orkney Scarth Rachel
Outer Hebrides Chisholm Bernard
Outer Hebrides Smith Dolina
Perth & Kinross Carroll John
Shetland Bray Gail
West Davidson Bob
West Highland Benfield Lesley
West Highland Maclean Colleen
West Lothian Brown Lauren

Education:

Aberdeenshire Ritchie Andrew
Angus Brown Russell
Angus Morris Jeremy
Argyll & Bute Turnbull Martin
City of Aberdeen Duncan Alex
City of Dundee Tracey Stewart
City of Edinburgh Porter Roberta
City of Glasgow Gerry Lyons
Clackmannanshire Sanda Lorraine
Clackmannanshire Whyte Clark
Comhairle nan Eilean Siar
(Western Isles)
Stewart Ian
Dumfries & Galloway McEwen Melanie
Dumfries & Galloway Watson Lesley
Dumfries & Galloway Young Alastair
East Ayrshire Burgoyne Ian
East Dunbartonshire Pollok Jan
East Dunbartonshire
East Lothian Craik Collins Neil
East Lothian Higgins Katie
East Lothian Hood Alison
East Renfrew Creighton Clare
East Renfrew Ratter Mark
East Renfrewshire Clinton Linda
Falkirk Watson Leigh
Fife Ryan Hepburn
Highland Brown Beth
Highland Gillies Ann
Highland James Vance
Highland Mackay Aileen
Inverclyde Lamb Robert
Midlothain Lang Annette
Moray Garson Maxine
North Ayrshire Cook Laura
North Lanarkshire O’Neill Pauline
Orkney Bevan Graham
Orkney Wylie James
Perth & Kinross Ramsay Kim
Perth & Kinross Macluskey David
Renfrewshire Jessica Dradge
Renfrewshire Sneddon Maureen
Scottish Borders Thomson Catherine
Scottish Borders
Shetland Thompson Shona
South Ayrshire Pitt Gavin
South Lanarkshire Walker Caroline
Stirling Henderson Tracy
West Dunbartonshire Brown Andrew
West Lothian McKay Stuart

Celebrating the 5th anniversary of the Scottish Attainment Challenge – A blog from our Chief Executive

It is incredible to me that it has now been five years since the Scottish Attainment Challenge launched. Those five years may have passed quickly but in that time, I have seen so much excellent work taking place across the country with the aim of closing the attainment gap.

The Challenge proactively aims to ensure that every child has the same opportunity to succeed regardless of their background and circumstances – and many schools have taken a really inventive approach in helping to make this important vision a reality.

I am very impressed by the variety of actions being undertaken by schools across the country to help increase attainment. There is not a ‘one size fits all’ approach to tackling this as sometimes what works for the many will not make a difference for our most vulnerable children.

Many schools are focusing on increasing attainment by considering what happens outside of the school gates by involving parents, developing home-school links, and increasing community support through outreach projects. For example, I was delighted to learn about the work being undertaken at Wallace High School through the Scottish Attainment Challenge to recruit Family Link Workers which support young people and their family, and help them to overcome barriers preventing them from attending school.

Whilst it is fantastic to see this kind of work coming forward, the 5th anniversary provides a useful opportunity to reflect on progress made but also what we need to do next.
We want to accelerate progress, evaluate what has worked well and how we can best drive forward further improvements to narrow the poverty related attainment gap. We want to see even more success stories across the country.

I would like to say a huge thank you to the Attainment Advisors from Education Scotland who have been working in schools across Scotland to support the delivery of the Scottish Attainment Challenge since its launch five years ago. They play a strong role in linking the work of Education Scotland, Scottish Government and Local Authorities to improve educational attainment and to reduce the attainment gap between children from the least and most socially disadvantaged backgrounds.

Reducing the attainment gap is not possible without the many hardworking and dedicated teachers and classroom assistants across Scotland, and I also want to acknowledge and thank them for their efforts in helping to tackle this. I was very interested to learn about the partnership work being undertaken in Renfrewshire through the Challenge to devise and deliver a comprehensive professional learning programme for classroom assistants. This is incredible work and underlines the significant contribution our classroom assistants make to increasing attainment.

We now need to continue to focus on pedagogy, engagement and on developing an irresistible curriculum for our children. There are many children who are not yet where they need to be in terms of attainment but through taking a targeted approach to their lessons, and considering where the gaps in their learning are, teachers are helping these children to become more confident and ensuring they maximise their potential.

Change doesn’t happen overnight and research suggests that educational change can be a marathon rather than a sprint, but I am very encouraged by the strong steps forward which have been made since the launch of the Scottish Attainment Challenge five years ago. With the continued commitment and focus of all key players in the educational system I believe that together we can achieve equity for every child.

Gayle Gorman

Developing the Young Workforce – Early Learning & Childcare and Primary Focus

In order to support the implementation of DYW at early learning & childcare and primary school level Education Scotland DYW team are bringing  together teachers, practitioners and DYW leads with experience and interest in this area to participate in workshops. There are three workshops planned in early 2020.

The aims of the workshops are to:

• share current practice and experiences;
• scope requirements to enhance DYW implementation in this area;
• develop support for teachers and practitioners.

We had our first event at the Wolfson Centre in Glasgow in January, over 60 participants collaborated and developed some inspiring ideas to drive DYW in the Early Years and primary sectors.

 

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