Tag Archives: DYW

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/

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

Scottish Learning Festival 2019 DYW Workshops

The conference, organised by Education Scotland, boasts over 100 seminars and a fantastic line up of keynote speakers and opportunities for professional networking.

With a combination of top quality keynote speakers, interactive seminars and the ever popular exhibition, SLF is the ideal place to share thinking and discuss education.

Dates
25-26 September 2019

Information about this year’s DYW themed workshops can be found in the DYW-Flyer-SLF1 and in the summary below:

A whole school approach to developing and applying skills in problem based learning

Improving Gender Balance: Promoting equity through exploring gender stereotypes

Belonging, Believing, Achieving

Leadership for all to facilitate deep involvement in the life of the school and community, empowering learners to embed skills in a real life context

Recognising Wider Learning and Achievement – supporting equity and employability

Implementing a My World of Work profile to help young people showcase their skills and achievements
Education and Skills Committee
Empowering pupils to inspire others: A case study of STEM
Delivering skills for work – Laboratory Science in schools & colleges
Understand the learners: Use their motivations and aspirations to shape the curriculum

Attending the event supports your career long professional learning by helping to keep your professional practice fresh, up-to-date and relevant. You can also find opportunities to discover innovative practice, new resources and exchange knowledge and ideas with thousands of professional colleagues and experts.

Scottish Traditional Building Forum Workshops

Secondary pupils from schools in Glasgow, Stirling, Perth and Edinburgh took part in traditional building skills event held at  various locations.

The hands-on practical workshops provided 13 to 15 year olds with the chance to discover more about traditional skills apprenticeships, and allowed them to have a go for themselves.

They tried their hand at stonemasonry roof slating, joinery and painting and decorating, expertly assisted by current Modern Apprentices in these trades. The event was hugely valuable in raising the profile of the vital skills needed to maintain our unique built heritage.

This is the calendar of events for the next few months:

13 & 14 May

Traditional Building Skills Demonstration outside Edinburgh City Chambers

17 & 18 May

Traditional Building Skills Demonstration at STEM at The Helix

18 & 29 May

Traditional Building Skills Demonstration outside the Scottish Parliament

3 & 4 June

Traditional Building Skills Demonstration outside Glasgow Cathedral Square

20 to 23 June

Traditional Building Skills Demonstration at the Royal Highland Show, Ingliston

19 to 22 August

Edinburgh Traditional Building Festival (part of the Edinburgh Festival Fringe)

23 & 24 September

Traditional Building Skills Demonstration at Perth City Centre

The events are organised by the Scottish Traditional Building Forum as part of Construction Scotland’s, Inspiring Construction programme. It is supported by a range of partners including CITB, City of Glasgow College, West College Scotland, Dundee and Angus College, Edinburgh College and Developing the Young Workforce.

The construction industry currently employs 233,600 people, but it’s estimated that 28% of that workforce will need replacing by 2027, creating at least 21,000 vacancies. Attracting more potential employees to our industry to address this imminent skills gap is one of Construction Scotland’s top priorities.

“What better way to encourage young people to consider a career in the traditional skills side of construction than to invite them to give it a go for themselves. With the Scottish Parliament as the backdrop to this event, I hope the school children feel truly inspired to think of construction as a varied and exciting career choice. “Ian Hughes, Partnerships Director at CITB Scotland

“These Traditional Building Skills events are part of our Inspiring Construction programme, which aims to attract more school leavers to the sector by informing young people and their parents, teachers and career advisors about the huge and diverse range of careers available in construction, and importantly, how to access them. From professions like architecture, engineering and surveying to the more traditional trades like joinery and stonemasonry, this industry has something to suit everyone.” Ken Gillespie, Chair of Construction Scotland

 

Young STEM Leaders

An exciting new award which aims to spark greater interest in Science, Technology, Engineering or Mathematics (STEM) among young people is being launched in Scotland and your organisation / youth group could be part of the Young STEM Leaders Award pilot!

A key strand of the Scottish Government’s Strategy for STEM Education and Training (2017), children and young people will be given the chance to inspire, lead and mentor their peers through the creation and delivery of STEM activities and events within their school, Early Years Centres or local youth / community groups.

The key aim of the Young STEM Leader (YSL) programme will be to facilitate the development of peer STEM role models to inspire more young people to develop an interest in STEM and pursue the study of STEM subjects and relevant future careers. As well as helping the Young STEM Leader (YSL) develop important personal skills that are increasingly in demand from employers, it is hoped that working towards the YSL Award will motivate the Young STEM Leader to continue to progress their STEM studies and eventually embark on a career in STEM.The Scottish government-funded programme is being led by the Scottish Schools Education Research Centre (SSERC) and a range of partners, including Awards Network members YouthLink Scotland and Young Scot. The Awards Network has recently been invited to join the project Steering Group.

The Young STEM Leader Award will be non-formally accredited at curriculum levels 2, 3 and 4, underpinned by a framework that identifies the skills, knowledge and behaviours expected of a Young STEM Leader at each curricular level. SCQF levels 4, 5 and 6 will be formally accredited and certificated.

Every YSL will receive face-to-face and digital training related to the skills, knowledge and behaviours required to be a Young STEM Leader at each level. Those co-ordinating, supporting and assessing the YSLs will also receive training. It is anticipated that the YSL Award will allow easy progression for YSLs to become STEM Ambassadors when they turn 17.

A Scotland-wide pilot of the YSL programme is due to launch in early summer 2019. SSERC is seeking to sign-up a diverse mix of schools, youth and community groups and existing awards / initiatives, to pilot the programme, which will be fully operational across Scotland in 2020. It would be great to see strong youth work sector involvement.

If you would like your organisation / young people to be involved in the YSL Award pilot, please contact YSL Project Manager Graeme Rough at ysl@sserc.scot Tel. 01383 626 070

Currie Community High: A shared vision for all learners

Currie Community High is a very forward-thinking school, which underpins all developments with the principles of good curriculum design, effective learning and teaching, and partnerships (HGIOS 4). These partnerships and networks, including social media, have allowed them to drive forward the progression for their students into a positive destination – with 99.2% of school leavers at Currie Community High School going into either FE, HE or employment.

The vision has grown from the establishment of a strategy group in 2016-2017 with representatives from all faculties, including Pupil Support and Support for Learning, who aimed to identify strengths and areas to develop and implement DYW, including discussion with the leadership team. These key areas then influenced their three-year strategy and the opportunities they now offer, as part of their curriculum that develops the young workforce.

They continue to reflect and develop, using data through baseline testing with S1, S3 and S5 (every two/three years), to lead and develop creative and innovative opportunities for students, including :

Senior Phase Roadshow

Road Trip Series

S3 STEM Networking Event

WOW (World of Work) Week

To enhance their curriculum offerings, they are working as an SCQF Ambassador School, raising awareness of different levels of qualifications and how they can influence an individual student’s learning journey. Included in this are  work-based learning opportunities, including Foundation Apprenticeships and work placements. They have created a series of webpages to share information and opportunities with students and parents, while being an effective tool to engage partners.

Each department has conducted an evaluation, through using a revised tool, constructed from the Education Scotland’s CES Learning Resources, to reflect on the teacher/practitioner entitlements. Each department identified two or three areas that need developing as part of their improvement planning. Through their customised CLPL, ’Staff Industry Insight Sessions’, work to meet these development needs, along with industry support and partners such as Scotland’s Enterprising Schools (SES).

Through each year, they work to raise awareness with staff, students, parents and partners on the importance of a curriculum that develops the young workforce.

All of their opportunities embed the Career Education Standards (CES) (3-18) and their own Skills Framework (based on BTC 4: Skills for Learning, Life and Work), giving students the opportunity to become more aware of where their learning, skills and subject choices will lead them on their learning journey.

Once piece of advice that Currie Community High offer:

“manage the workload of staff and members of the strategy group, it is vital that someone has the strategic responsibility for driving DYW forward, however it does not solely sit with them, allowing the sustainable development and longevity of DYW beyond 2021. For this to be sustainable, support from partners for opportunities, including financial support, will allow this to grow and embed for years and students to come!” John Schmidt DYW Lead

Currie Community High have a major focus on skills and careers awareness (CES) which begins from P7 (as part of transitions) to S3, which engages parents, along with plans to expand this throughout the Senior Phase. They are currently reviewing their work placement strategy through utilising the Education Scotland Work Placement Benchmarking tool, based on data and student voice, to provide tailored opportunities for individual pathways. After the successes over the last 3 years, from 2019-20 they are moving forward as a cluster to develop a new ‘Currie Cluster DYW Strategy Group’.

Quotations from young people

S1: ‘I feel inspired to create my own bookstore and read more’

S1: ‘Getting a job or the right person for a job is very competitive’

S2: ‘I learnt about how teamwork is important in real life’

S2: ‘I had a chance to explore different jobs in a calm and free environment’

S3: ‘I learnt about tactics of persuasion and how to trade and invest’

S3: ‘Some parent/carer jobs are high level, which made me think about what I needed to do’

S5/6: ‘I want to go to college and it was great way to see what the different options are for me’

DYW and Outdoor Learning

At Castlemilk Day Nursery DYW features as an integral part of the learning and teaching alongside literacy, numeracy and health & wellbeing. The Nursery employs a variety of approaches to allow their children to link the skills they are developing to the world of work, challenging gender stereotyping alongside.

Through outdoor learning children at Nursery have opportunity to explore and develop a wide variety of transferable skills across all curriculum areas. Using for example prompt cards and key questions children become aware of key professions and the skills required for these . This is reinforced through our joint up ventures with business and other local nurseries, primary and secondary schools. The Nursery is looking to promote skills for work, life and learning through role-playing , currently they have a focus on the veterinary sector. Children undertake a variety of roles and this helps them to understand the range of different skills that are necessary in the world of work.

Central to embedding DYW across all aspects of learning was the engagement of staff in professional dialogue and partnership working with employers. The Head Teacher and the staff have been working on resources that ensure that the Career Education Standards 3-18 is embedded within the curriculum.

Job Profile

A key priority of the nursery was to support children’s knowledge and understanding of the skills they were learning and relating these to the world of work The skills that the children explored are:

Responsibility/thinking

Teamwork/leadership

Creativity/self confidence

Physical wellbeing

Resilience

These where broken down into achievable “I can” statements for children and linked to the Career Education Standards 3-18. Staff had previously taken part in outdoor training within the local community woods and shared photographs of the learning with the children. The children were encouraged to share the skills that they could identify which included “helping”, “showing” and “talking” and relate these to their daily nursery routine and the wider world of work.. This was a shared learning approach which had positive implications for both staff and children’s learning. The nursery has taken the first steps to building on employee partnerships, developing the young workforce through joined up ventures and sustaining lifelong learning for all. The children really enjoy outdoors and the benefits which it brings. Having a woodland area within our nursery outdoor area we have been able to support and enhance the learning opportunities to support developing the young force through the children’s newly acquired transferable skills.

Staff and children have the opportunity to look at various experiences and outcomes through interdisciplinary learning. Skills for learning, life and work is an integral part of the planning and this ensures these are embedded within the curriculum experiences. Castlemilk has now made contact with wider industries such as house builders, catering agencies, generation programmes and engineering companies who are willing to support in sharing skills with our children

Castlemilk Day Nursery will continue to develop the young workforce approach within their daily practice and within their planning. They will work on joined up ventures with local nurseries, primaries, secondary schools and other education providers sharing skills and knowledge. This will support their children in developing their skills and open up many opportunities to embed DYW within the learning and teaching of the nursery.

Transferable skills and DYW

Karen Henderson, Head Teacher says: “The initial idea came from linking staff CPD training with our community “Wellie Wanders” group which our children take part in weekly. Staff were also able to link their experiences to the “Outdoor learning” documentation and “My world outdoors” resources which are embedded within Castlemilk Day Nursery”

“I liked climbing on the trees with Ella. I climbed really high. Then climbed down again” Josh, age 4yrs

“I learned to build a den with sticks, leaves and tarpaulin. I like playing in the mud. I like everything outside” Tommy, age 4yrs

Yokerburn Early Years

Extended day centre within Yoker area of North West Glasgow. Nursery caters for children from 0–5 years from a multitude of cultural, social, economic and learning backgrounds.

The establishment has been raising awareness of job roles within local community by working with a range of different partners . This inspires the children and provides an early introduction into the world of work.  The children have been working with a local care home to build up confidence and familiarity of the world of work. The children have experienced several different roles within the care home including: nursing, cooking, hair and beauty and table set-up . This is a fantastic opportunity for the children to gain a real insight into the world of work.

The project has grown and the children have had several engagements with the organisation:

Sustainability
They have been working with the care home to grow products. This project is in conjunction with another partner Dumbarton Environmental Trust. The project is helping the children to improve their understanding of science but also introducing a wide range of different career options.

Remembrance Day
They joined the care home residents on Remembrance Day and the children made their own poppies to commemorate the occasion. This was another opportunity for the residents to discuss their own lives with our children.

We have other experiences available to our children:

Parental Employability Sessions
We have encouraged our parents to become involved in our employability events and we have had several successful parental QA sessions. This allows the children to experience these skills from some familiar faces.

Fruit Stall
This project has allowed our children to learn employability skills in a real-life context. The children are involved in all aspects of the enterprise activity and have had hands on experience in the following:

Health and hygiene
Money handling
Stock control

They also produce a survey on what products are selling the best and plan their purchases accordingly.

Community Police Visit
The children had a visit from the community police, this was another opportunity to showcase a positive role model . They had a QA session and had the opportunity to ask a wide range of diverse questions.

“The effective incorporation of simple counting, matching and comparison tasks into the conversation encouraged early numeracy skills and the reciprocal question and answers and new vocabulary in context developed early literacy skills for our children in a real and meaningful way. Our childen have been extremely engaged during visits to Quayside with older residents and we have recognised that often adults can underestimate children’s abilities in terms of empathy and awareness. We have had statements from Quayside about increased motivation, interest and engagement by some residents and there really is an observable connection between the regular visitors. Promoting the world of work is allowing our children to access early knowledge of the wide range of different career pathways. We are building on our local partners and will continue to actively promote the positive impact of early introduction to the world of work” Mary Gallacher, Head Teacher

Next Steps
We will continue to work with local partners and strengthen links with the local community.

“We have noticed a surge of energy and increase in physical activity for some of our residents when they know the children will be visiting” Anne from Quayside

Bo’ness Academy-Partners and the Community

Bo’ness has designed a clear strategy and has well-established approaches to developing in its young people skills for learning, life and work. The strategy involves establishing local, regional and partnerships to provide real- life contexts for learning. Curriculum leaders are using partners to provide a context to the learning and an insight of the working environment. Young people find this to be motivational and are enjoying the skills led curriculum.

 

Bo’ness are using their expanding partners to meet the needs of all learners and to prepare young people for the pathways which are likely to exist for them in the future. The curriculum has had a complete overhaul to establish a more wide ranging approach to the skills agenda.

The partnership and community approach at Bo’ness Academy is a key strategy for promoting skills development across all curriculum areas. The school is using a wide range of partners and community based projects to promote the importance of the skills agenda. Bo’ness Academy are using the skills agenda to push attainment and to foster a community approach throughout the school.  Bo’ness Academy are using their expanding partners to provide a curriculum that provides a framework to support all young people.

Community Café
This is a project that has been used effectively to support young people who are disengaged. The project is now well established and is supporting the local community. The school has fostered links with local partners to provide the school and the local community with a fully functioning and efficient café. The young people involved are provided with the opportunity to learn new skills relevant to the workplace and qualifications that are recognised in the sector(Health & Hygiene)

YPI
This is targeted at the S4 cohort and has been very successful at engaging the young people at the school. The groups use their own unique skillset to produce a presentation on their agreed research topic. The young people felt that their skills for work, life and learning had improved and in particular they had more confidence in making informed decisions. The groups have used local community as their focus and had fostered links with the local charities such as the Bo’ness Storehouse food bank

Children’s University
This was another established partnership link that been very successful, the young people believed it had motivated them across the whole school. They spoke of the skills that they had developed during the programme. The school have developed their strategy this year to include the P6 cohort in their local feeder Primary schools. They felt that this approach would further develop their strong links with the local community and give the P6 another opportunity to work with the school. The school use the profiling tool developed by Children’s University but also feed the information into the existing profiling model in the school. The school have used PEF to support the course and target the participants through SIMD. The project has further developed links with INEOS, they have provided Inspiration visits to their workplace and are now working closely with the school on a sustainability project around the plastic journey which will be used as IDL across the school curriculum areas.

STEM@Helix
This was a targeted programme organised through the DYW Forth Valley group which provided the young people with the opportunity to work with others. They worked in teams to develop a model display. The young people felt that it allowed them to have more focus on STEM and to work in a real-life context. The young people also go the opportunity to meet the Queen at the award ceremony which gave them a real sense of achievement.

Forth Ports Discovery Week
This was a targeted programme but was very successful. The young people had the opportunity to visit a local employer and spend a week working with a wide range of departments. The programme was activity focused and the young people had the opportunity to work with some of the technical equipment. They had the opportunity to discuss the workplace with Modern Apprentices which they said helped to provide an overview to the wide range of different career pathways. The young people were surprised by the sheer size of the company and the opportunities that they could provide.

School/College Partnership
The school has long-standing partnerships with the local college. The school has a SCOTS course which offers young people a taster course, this allows the young people to experience a wide range of different areas before they take an extra block in their chosen field. This along with the introduction of the Foundation Apprenticeship programme are providing the young people with an opportunity to experience college. The school will begin to provide the FA programme for Business and Accounts at the school in the new academic year.

Balfour Beatty(STEM)
This a targeted programme to encourage young people to look at STEM as a possible career pathways. The young people were tasked with designing a building that maintained heat. They had a mentor and visited buildings and structures to understand the project context. The culmination of the project was a presentation to explain their design. The young people involved felt that the experience had given them a real insight into the careers available in the STEM sector.

Young people are experiencing a curriculum in which they are developing more career related skills and learning more about growth sectors and the career pathways that may be available to them post-school. The use of career pathways and partners are ensuring that the young people are motivated and have the skills required to make informed career choices which is improving the positive destinations.

Staff are able to use their own expertise to help the young people make these informed decisions.  We have found that by providing young people with more opportunities to work with partners that they have more motivation to look at their long term career pathways. Partners are able to use a real context to show how important the skills that we introduce in school are in progressing a career journey.

Involving partners in the school community has highlighted a range of career pathways that our young people were not aware existed. Having DYW as a focus for staff Career Long Professional Learning has helped to highlight across the whole school community of the importance of introducing young people early to skills for work, life and learning.

Our curriculum review meetings have an important role to play in the development of our young people. The review allows young people to discuss their career pathway with a wide range of different of inputs including parents/carers. This wide ranging approach gives the young person to reflect on their learning, achievements and future career pathways

We focused on local partners as this allowed us to foster a community approach which we believe is the best way forward for the school. We are superbly supported by DYW Forth Valley.
Our next step is to provide more opportunities within the existing school timetable that allows all of the learners the opportunity to undertake a wider range of skills. This will include the FA programmes that our own staff will lead in the new academic year

Quotes
‘The importance of DYW cannot be underestimated as it’s vital that we prepare and equip our young people with the skills for life, learning and work. Within our school all young people have opportunities for appropriate work placements during their time at Bo’ness Academy. This has to be both “real” and appropriate in order for our young people to gain maximum benefit from these opportunities.’ Head Teacher Steve Dougan

‘Moving forward our focus is to continue exploring opportunities for pupils and ensuring we have a curriculum in place that best supports the needs of Bo’ness Academy pupils. We aim to continue forging links with local employers and continuing to strengthen the partnership with DYW Forth Valley. An emphasis will be placed on the consistent delivery across the school of the career education standard and how pupils identify and record the skills they develop across the school.’ DYW Lead Ross Latimer

‘Encourages me to do more outside of school’
Hannah Waugh S2

‘I didn’t know there was so many different jobs’
Jay Brown S5

Young Enterprise ‘Tenner Programme’ contributes to SQA Personal Development Awards

SQA and Young Enterprise Scotland have been working together to demonstrate how the Tenner Challenge could generate evidence that meets the assessment standards of some SQA units.

Young Enterprise Scotland’s Tenner Challenge, in which participants make as much profit as possible from £10, provides an interactive way for learners to develop employability skills. The Tenner Challenge helps learners to develop skills including creativity, resilience and problem solving.

This document and case study outline how the Tenner Challenge could generate evidence that meets the assessment standards for the SQA units Personal Development: Self and Work (H18P 44) and Enterprise Activity (D36N 10).

Once evidence has been gathered via the Tenner Challenge, centres will have to check learners’ work against the Assessment Standards for the SQA units. The examples provided here illustrate the type of activities and evidence that are likely to generate appropriate evidence.

The contribution that Young Enterprise’s Tenner Challenge offers, in terms of evidence, will also depend on the range of activities that are being undertaken.

All evidence must be subject to rigorous assessment procedures and internal verification.