Tag Archives: Global Citizenship

Abercromby Primary- Skills Approach

The school supports Clackmannanshire’s aim of increasing the number of pupils reaching positive destinations. The aim of the ‘Skills Academy’ at Abercromby Primary is to develop skills for learning, life and work from Early to Second Level, across a broad range of curricular areas. The school believe that building confidence to achieve goals should begin as early as possible for all our pupils, alongside equipping them with the skills to achieve this.

Abercromby staff recognise the involvement of our whole school community as being key to driving forward the aims of our Skills Academy. This includes parental involvement and partnerships with the wider community, local business and Forth Valley College. Parents have been involved in planning, leading learning through sharing their knowledge and expertise by giving talks and setting up practical activities and challenges for our learners, as well as volunteering their time to support groups of children on visits.

One afternoon per week is dedicated to skills development for all learners. Activities are planned around ‘I can statements’ from the Careers Education Scotland Standard 3-18 with strong links to Literacy, Numeracy and HWB.

Year 1:
P6 and P7 pupils were allocated to groups based on their future ambitions and interests and worked on a 10 week project. All pupils visited Forth Valley College – Alloa Campus to learn about courses on offer and the facilities. Pupils returned with positive impressions of further education.

There were 5 work streams consisting of:

Food Technology – pupils participated in cookery lessons and focused on skills, hygiene, safety and using equipment. They had a visit from a chef, cake decorator and local butcher who talked about their career paths, qualifications and skills required for their job as well as leading experiences. Pupils also visited the Hospitality Department at Forth Valley College Stirling and the Home Economics department at the local high school.

Design and Manufacture – The pupils visited the Engine Shed in Stirling twice, to learn about the design of buildings, materials, resources and architecture around the world. A local Graphic Designer delivered a session, looking at various companies’ logos and design. Pupils also visited FVC Design and Media Department. Focus on STEM.

Money Sense and Enterprise – Pupils set up their own business, created a name, logo, market research and set up their business, Slime Time.

Community – Pupils worked with a volunteer in the school and community garden, making bird feeders, planting flowers and vegetables. They were also involved in the renovation of Cambus Woods, planting trees and continuing to monitor their progress.

Creativity – Pupils are working towards creating a documentary about our new school. They began by looking at films and discussed the format of a documentary and narrative. They have begun to write storylines for their own film.

Year 2 –
This Session is built on existing practice and extended across the school.  There was an initial discussion/lesson and timeline designed by each learner. Each week the children move round in a carousel format to the different planned activities.

Diageo, a local employer are supporting sessions with senior pupils, including 5 week blocks with 2 engineers and 2 scientists. FVC and Robertsons are also supporting 5 week blocks. Their IDL Skills Academy Poster was showcased at a recent conference at the Royal Society of Edinburgh.

Statistics show that pupils in Clackmannanshire are more likely to be unemployed and less likely to go on to positive destinations on leaving school, than the average pupils in Scotland. Additionally unemployment is closely linked to deprivation deciles. Just under 40% of pupils reside in deciles 1 and 2, which means statistically those pupils are less likely to find employment in future.

The Skills Academy is providing a structure to ensure positive outcomes for our learners. This programme has been designed, taking account of evaluations and feedback . It is tailored to meet the needs of all learners and will continue to develop depending on interests and skills development required to support future goals. This starts in the nursery where children are developing skills through daily activities and increasingly taking on more roles of responsibility.

Abercromby are  making the most of all the opportunities afforded by their unique position of having a campus.  Partnership with Robertson Construction ensures that pupils from all stages are exposed to experiences related to ‘jobs’ on the site. This involves visiting the site and recording progress in mixed age groups and Robertson staff working with pupils in the school and nursery on numerous activities, with a strong focus on STEM and team building challenges.

All pupils have the opportunity to participate in all activities within their year group, ensuring a well-rounded experience. All are included and participation in this programme which impacts positively on their health and wellbeing, ensuring that they are equipped with the essential skills, knowledge and attributes for further education, the world of work and beyond.

Relationships across our whole school community are stronger, which impacts on  learner’s health and wellbeing and future prospects. This partnership has supported the driving of the programme forward. Everyone’s contributions are valued and there is real sense of ‘team’.

Staff have improved their understanding and practice of DYW. A Baseline was completed using the Careers Education Scotland Standard Self-Evaluation Tool.  Informed planning with members of staff taking responsibility for planning work streams and activities. Resources to support DYW were purchased through PEF. Staff have enjoyed working with mixed groups of children who are not in their class. Pupils have also benefited from working in different teams.

Pupil have been involved in consultation and evaluations. Pupil are engaged in Skills Academy Learning. They have had careers related experiences they would not have otherwise had. Pupils are thinking more about careers and engaging more in focused discussions about future employment. They are more aware of job opportunities and different roles and skills required for jobs they weren’t aware of before. They have increased their knowledge of local employers. They have been fully engaged and motivated when they have been working with parents and other partners. They have developed new employability skills and have contributed to improving their local environment.

Bramble Brae Primary School- Partnership Approach to DYW

Bramble Brae School worked with all stakeholders to redesign a bespoke curriculum for the school. Creativity and employability skills are being developed within the curriculum as they engage with local employers to create an enriching and inspiring learning environment: making connections across different areas of learning and using whole school themes to encourage involvement and deepen understanding.

Through this, the school is developing materials and opportunities for learning in a wide variety of contexts and settings: from the local supermarket; to a nearby building site and visits from local musicians to share stories about local history and traditions throughout the school. Displays, open mornings, assemblies and local radio interviews are some of the ways in which the children share their skills and the value of their experiences with others.

The school motto: Belonging, Believing Achieving encapsulates the vision, values and aims that Bramble Brae aspire to. To support this the school embarked on a unique approach by employing a Business and Community Ambassador, more commonly known as the ‘Good Fairy’ by staff and pupils; a first for Aberdeen City. Through working collaboratively with teachers and pupils, she initiates and develops relevant links with businesses, employers and third sector partners across the city, country and even the world! This has resulted in the ‘World of Work’ being embedded across the curriculum and throughout the school, with links from Nursery through to P7. This role also provides flexibility to meet with potential partners and provides valuable and meaningful communication between all partners to share information about the particular and specific needs and aspirations of children and allows freedom to develop learning materials which can be built upon for successive year groups. The partnerships benefit pupils within school and in after school activities. The school runs entrepreneurial activities throughout all classes and has an annual showcase, celebratory event that all are invited to.

In P6 employability skills are developed with partners to provide a real insight into the skills pupils are developing: their strengths and preferences in how they make choices in different situations which leads to them analysing and then ultimately becoming mini-apprentices in real life roles within the school. This work augments the world of work ‘Animal Me’ exercises by involving a local psychologist from a business consultancy introducing personality tests to build confidence then looks at what each individual child brings to the world. The school have then built links with the University Business School and lecturers help them to understand how skills they are developing are sought for specific roles in the world of work.

Mock interviewing is a brilliant way of building resilience and communication skills and each applicant works within their chosen role either within the school, or within the local community library or secondary school if they choose to apply for a librarian position. The School’s programme has been recognised by Skills Development Scotland who shared this as good practice with other schools after meeting the children involved. They have information for a case study which they are hoping to share online in the future. By looking at familiar jobs within the school the children developed an understanding of how people help them and have become more responsible in their behaviour and approach to others. It’s also helped them identify skills they have or can acquire for the work of work and widened their horizons. They enjoyed sharing this learning with other classes and parents/carers in the showcase celebration event too. It’s encouraged them to challenge perceptions of themselves and others as well as enhancing their learning across all areas of the curriculum.

Throughout the school all pupils develop employability and creativity skills with whole school contexts for learning across the year.

– A new theme starts with all pupils identifying their BIG questions
– These are shared with the ‘Good Fairy’ looks at possible links, resources or visits
– All work collaboratively to facilitate these.
– Through this approach, there is a focus on personalisation and choice.

Promoting equity, equality, diversity and inclusion through their partnerships to develop employability and creativity. This innovative approach enables access to world of work for the children. Many of whom do not have access to family and friends to ask about this. These experiences are particularly valuable for many of our children who live within an area designated as a ‘regeneration area’ and who have many different experiences through school which increase their social capital. Some examples include:

A female engineer visiting to talk about renewable energy. They embraced the chance to ask her about what she did in the oil and gas industry. Through this link, the children were then able to explore diversity and equality further through an expansive Flat Stanley activity by writing letters to her work colleagues across the globe asking about where they lived and what it was like there.

Event where they invited 4 local schools to take part in an event to tackle gender stereotyping and perceptions about the world of work. A huge benefit in reducing gender stereotypes and inspiring pupils was reported after this highly interactive event.

Looking at the local environment and visiting new housing close to the school that pupils were interested in. They arranged a whole class visit to the building site. Being with builders, architects and site managers provided an insight into skills for future jobs.

Impacts on the learners include an increase in self-determination, self-esteem, self-belief and enthusiasm plus suggestions of whom we might engage with to enrich their learning experiences. By having and building upon partner relationships the children and teachers, feel comfortable in asking questions and there are reciprocal benefits in terms of understanding for employers about current education practice, the value of their input in making a positive difference and, often, a renewed interest in their own role within an organisation having explained what they do and what they enjoy about their job to a class of inquisitive pupils. Also, with a move towards diversity, equality and inclusion within our business partners’ corporate social responsibility values, their involvement with our school and community supports these values. The school celebrates success together and within the community.

During the summer term, each class puts together activities and materials to celebrate and share how they’ve engaged with organisations to develop their employability and creativity skills. This whole school showcase is open to all parents/carers; partners and the community and, last year, was a lively and interactive session designed and led by the children to demonstrate how they’d developed and what they’d enjoyed learning throughout the school year.

Staff find that being able to introduce a topic with a practical example, finding someone who has expertise and resources to share with the pupils brings an extra dimension into the classroom and can support and develop interdisciplinary learning.

Language skills – a crutial asset in a global economy

More companies are trading with international markets and this has led to growth in global supply chains. Because of this, there is greater demand for workers who have modern language skills, experience of the international business environment and are prepared to work globally.

Increasingly, companies are interested in employing people who can engage and communicate with their customers and suppliers around the world. Workers with experience of the international business environment are more likely to recognise the cultural differences around the world and understand potential trade challenges and find solutions – companies look favourably upon this skillset.

A survey of UK companies found that a quarter of those surveyed said they had lost international business to their competitors, as they did not have adequate modern language skills in their organisation. It is imperative that we move away from the attitude that modern language skills is a ‘nice to have’ attribute.

Learning a modern language will help improve employment prospects. According to a 2015 QS world university rankings report, six out of ten employers said they would give extra credit for international student experience.

Company examples

Paul Sheerin, Chief Executive, Scottish Engineering: “Companies need to open their minds and see exporting as a possibility. People learning languages in school is massively important in that respect. It is not important which language they learn—it is important that they learn a language.”

Do you want to engage with schools?

As a first port of call Scotland National Centre for Languages website outlines their support to engage with schools: https://www.scilt.org.uk/Business/tabid/1297/Default.aspx

Why not get involved with Developing the Young Workforce? The Scottish Government’s Youth Employment Strategy aims to engage employers with education to better prepare young people for the world of work. https://education.gov.scot/scottish-education-system/policy-for-scottish-education/policy-drivers/Developing the Young Workforce (DYW)

Do you need language support to enter a particular market?

Talk to a Scottish Development International (SDI) export adviser about your requirements. SDI may be able to support with translation and language requirements. https://www.scottish-enterprise.com/services/do-business-outside-scotland/talk-to-an-export-adviser/overview/enquiry-form

Do you want to get involved with Developing the Young Workforce and support young people in school?

There are now twenty-one DYW regional groups covering the whole of Scotland. The groups are led by industry and are the main conduit between employers and schools. They can provide practical support to develop programmes, which allow you to engage with young people.

Get in touch with your regional group using the details below:

Regional Group Contact Email
Ayrshire Claire Baird cbaird@ayrshire-chamber.org
Argyll and Bute Maureen McKenna Maureen.McKenna@uhi.ac.uk
Borders Sara Ward sward@dywborders.co.uk
Dundee and Angus Angela Vettraino angela@dywda.co.uk
Dumfries and Galloway Tricia Hunter tricia.hunter@dgchamber.co.uk
Edinburgh and Lothians Michelle Fenwick michelle.fenwick@edinburghchamber.co.uk
Fife Ray Fernie ray.fernie@fife.gov.uk
Forth Valley Jen Henderson jen.henderson@dyw.forthvalley.ac.uk
Glasgow Leona Seaton Leona.seaton@glasgowchamberofcommerce.com
Inverness and Central

Highland

Andy Maxtone andy@dywich.co.uk
Lanarkshire Alison Nimmo Animmo@dywled.org
North Highland Trudy Morris trudy@caithnesschamber.com
Perth and Kinross Fiona Reith FReith@pkc.gov.uk
West Highland Dougie Ormiston douglas.ormiston@dywwesthighland.org
Moray Sarah Baxter sbaxter@dywmoray.co.uk
Orkney Rachel Scarth rachel.scarth@uhi.ac.uk
Shetland Shona Thompson shona.thompson@shetland.gov.uk
North East James Bream james.bream@agcc.co.uk
Outer Hebrides Bernard Chisholm b.chisholm@cne-siar.gov.uk
West Bob Davidson Bob.Davidson@dywwest.co.uk
West Lothian Lauren Brown lauren.brown@dyw-wl.com

Are you a large national employer looking to develop a programme to rollout across multiple regions in Scotland? Get in touch with Steven Turnbull who can support you to develop a programme – steven.turnbull@gov.scot  

Sleep in the Park: 1000 Free School Tickets!

This year Social Bite are bringing together 9,000 people in Princes Street Gardens, on the 9th of December, for the world’s largest ever Sleep-Out to try and end homelessness in Scotland for good. Participants will be joined by some of the world’s biggest artists to sleep in the cold for one night.
We have invited some amazing musicians to “busk” stripped back acoustics sets including Liam Gallagher, Deacon Blue, Amy Macdonald and Frightened Rabbit. We also have Rob Brydon hosting the event, Sir Bob Geldof sleeping out and John Cleese has agreed to come and read a bedtime story!

The website is: https://www.sleepinthepark.co.uk/
You can see a little video about the event here:

 Sleep In The Park Launch Video.mp4

Please note:  This allocation is for young people 16 and over and they must be accompanied by an adult.

Opportunity for Your School

Ordinarily, in order to participate in the event people have to pay an initial donation of £50 and commit to raise at least £50 more. However, we have had a wealthy individual donate £50,000 to fund the participation of 1,000 School kids (aged 16 and over).

Therefore I am writing to see if you would like to take an allocation of free tickets for children over 16 at your school. The group would need to commit to raising a minimum of £50 or more per person in order to take part, but would not have to pay any initial £50 registration fee as this has been entirely funded. They would also have to be accompanied to the event by a teacher(s).

We are giving the school ticket allocations out on a first come first served basis and we expect the demand to be high and the 1,000 available to be taken quickly. Therefore could you let me know if you would like an allocation of tickets? If so please let me know the number of tickets you would like for your school?

Josh Littlejohn MBE

Social Bite

Co-Founder

t: 0131 220 8206

 

Community resilience resources for schools

Want to find out how to prepare for emergencies and keep yourself and other safe? Keep reading and find out how this key message can be used as an exciting approach to teaching and learning.

Download this flyer for exciting ways to integrate flooding, severe weather and other resilience issues into CfE.

CaptureRead these case studies to see what this looks like in practice.

 

 

See at a glance how you can take this forward in the classroom:

Health and Wellbeing – responsibility of all

Are you ready for severe weather, utility failure, flooding or pandemics? Make sure you know whatwhin-park-flooding-sepa to do.  Stay informed, pack a kit, make a plan.

Literacy

Our climate is changing and communities across Scotland are becoming increasingly affected by extreme weather events and flooding which can block roads, destroy homes and lead to loss of power for thousands of people. This can be used as an exciting context for:

  • report writing on the impact of severe weather on daily life in Scotland
  • talk/presentation at assembly and to the whole class
  • debating local issues like flood protection schemes and staying safe in emergencies
  • creating new written texts like an information leaflet or a safety brochure.

Social studies/geography

Are you doing work around natural disasters, weather, land use, map work?

Use community resilience as an exciting approach to cover these topics. By working with local authority resilience professionals you could gain access to information about flood plains, flood protection schemes and other areas of interest in the local area. Local authorities can share data and images from sensors, such as from traffic monitoring, to bring the learning to life in the classroom.  Contact your local authority to discover what may be available to help your school learn about community resilience.

Science

Scotland’s climate is changing as a result of climate change, so we are getting colder and wetter winters and hotter and wetter summers. Use community resilience as an exciting context to explore these issues.

  • explain some of the processes which contribute to climate change
  • consider how climate change influences changes in the atmosphere and then how this impacts on living things
  • investigate how severe weather can affect daily life in short, medium and long term, considering impact on social, economic and cultural life
  • create and use rain gauges as part of a project monitoring and analysing the weather in the local area
  • create anemometers to measure wind speed.

Technology

Use community resilience as an exciting context to:

  • design rain gardens, green roofs, identify ways to harvest rainwater
  • identify the impact, contribution, and relationship of technologies on the environment through flood protection schemes14677863_678528988971564_410767113_o-1
  • design and construct models to illustrate how sustainable urban drainage systems work
  • explore uses of materials
  • create and present weather forecasts based on personal research
  • investigate the impact of severe weather on people, place and the economy, on a local, national or international level.

 Numeracy and mathematics

Community resilience can be used as an exciting context to solve problems using a range of methods, sharing approaches and solutions with others e.g. money, measurement, data and analysis, chance and uncertainty:

  • use digital mapping and other information sources to work out how much salt is required to help clear a surface covered with snow
  • compare and contrast the contracts and cost plans offered by a range of utility companies, and consider how this may be affected by an emergency
  • use outcomes linked to chance and uncertainty to consider the likelihood of another utilities failure happening
  • consider how this may affect insurance premiums.

Ready Scotland Photography Competition 2016

Ready Scotland Photography Competition 2016ready-for-winter-westie

Be prepared for bad weather and win prizes for your school!

What is it?

Ready Scotland Photo and Caption Competition for P6 pupils. Take part in this competition to ensure you and your family are ready for winter!

Action!

We want P6 pupils across Scotland to take a photo which captures how Scotland is ready for winter.  Examples can include:

  • Dogs wearing hi-vis coatscwfrn0gxeaajtlu
  • Weather Signs
  • Flood prevention measures in your local area

In no more than 20 words, please also provide a caption for your image that tells us why it’s important to be prepared for bad weather.

Before you start read this!

Radio can be really helpful in communicating information in an emergency.  Watch this youtube clip to find out how useful people in Chile found the radio during an emergency. Visit Ready Scotland website for more advice on staying safe in Scotland and  complete a family action plan. Visit Ready for Emergencies website for more ideas on staying safe this winter. capture

 

The prize!

The 3 winning schools will receive a wind-up radio for their own grab bags and a behind the scenes experience at their local Bauer network radio station. The Bauer network reaches over 25 million consumers and includes stations like heat, KISS, Magic, Absolute Radio, Forth 1, Clyde 1, Moray Firth, Northsound, Radio Tay, West FM and West Sound. Each school will be able to send 6 pupils to their local station to see what is involved  in creating a radio show and will have the opportunity to try a few of the tricks of the trade.

So have a go!  Win yourself and 5 of your classmates this exciting opportunity!

How to enter:

Each school should attach their top 5 entries as jpg’s to an email and send them to: sde@keepscotlandbeautiful.org

In the text box add:

  • Name of school
  • Full name of pupil
  • Full name of class teacher
  • Caption describing the photo in no more than 20 words

Deadline for entries:

5pm on Thursday 17th November 2016

 

Healthier Routes to School

Sustrans / Go safe Scotland have produced a series of 11 short films to support school travel planning.Healtheir routes

The resource called ‘Healthier Routes’ be found on the GLOW launch pad.

It is aimed at 2nd level pupils and will compliment the work of Junior Road Safety Officers.

A helpful teacher’s guide is also avaiable to support the film resource.

Healthier_Routes_Teacher_Guide

Young People’s Social and Political Participation Across the EU

 LSE pilot study ends 3rd July
CATCH-EyoU (Constructing Active Citizenship with European Youth: Policies, Practices, Challenges and Solutions) is a research and innovation action funded by the European Commission
CATCH-EyoU is trying to find out about young people’s social and political participation across the EU and want to understand why and how some young people decide to participate (or to not participate) in their communities, in politics, and in social life. They are especially interested in European active citizenship and what this might mean to young people.
The project is currently carrying out a survey which seeks the views of young people, in two separate age groups: between 16-18, and between 19–25 on their experiences and perspectives as young European citizens. The pilot survey will be open until 3 July.
For young people between the ages of 16-18 the link to the survey is here.
For young people between the ages of 19-25 the link to the survey is here.
Any young person completing the whole survey will be eligible to win one of ten £20 Amazon voucher prizes. These will be randomly allocated at the beginning of July, and will be sent via email to the winning participant.
Find out more here.
Contact: Dr Sam Mejias at London School of Economic and Political Science, s.mejias@lse.ac.uk

A New Skills Agenda For Europe

The new Skills Agenda for Europe launches a number of actions to ensure that the right training, the right skills and the right support is available to people in the European Union. It will aim at making better use of the skills that are available; equip people with the new skills that are needed – to help them find quality jobs and improve their life chances. The Commission invites Members States, social partners, the industry and other stakeholders to work together to:

  • improve the quality and relevance of skills formation
  • make skills more visible and comparable
  • improve skills intelligence and information for better career choices

This is set out in the Communication: A New Skills Agenda for Europe – Working together to strengthen human capital, employability and competitiveness.

The Commission proposes 10 actions to be taken forward over the next two years many of which have been already identified in the commission’s report on Developing Scotland’s Young Workforce lead by Sir Ian Wood (Wood Report):

  • A Skills Guarantee to help low-skilled adults acquire a minimum level of literacy, numeracy and digital skills and progress towards an upper secondary qualification.
  • Making Vocational Education and Training (VET) a first choice by enhancing opportunities for VET learners to undertake a work based learning experience and promoting greater visibility of good labour market outcomes of VET.
  • A review of the Recommendation on Key Competences to help more people acquire the core set of skills necessary to work and live in the 21st century with a special focus on promoting entrepreneurial and innovation-oriented mind-sets and skills.

Find out more about the report and related communications here.

Save the Children Resilience Project

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Save the Children are looking for two schools to take part in a resilience project that aims to strengthen children’s understanding of emergencies and the actions they can take to prepare themselves, their families and their communities.  Click here for more information on the project .  It is aimed at children aged 9 – 11 and participating schools will be given a £1000 budget.

You can also contact Graham Clark, Programmes Manager g.clark@savethechildren.org.uk for more information.