Tag Archives: Transition

Engaging schools in community resilience

Date:  Friday 10th March 2017

Time:  09.20 (for a 9.45 start) – 15.00

Venue:  Aberdeen Exhibition and Conference Centre, Exhibition Ave, Bridge of Don, Aberdeen AB23 8BL

This one day event, organised by Aberdeenshire council with support from Education Scotland, Moray and Aberdeen councils aims to explore opportunities for schools and resilience professionals to work together to help build more resilient communities.

Using recent experiences with flooding as a context for developing resilience, this event will  provide support for  health and wellbeing outcomes in the curriculum as well as those in social subjects and science.

Primary and secondary schools from the three local authorities will outline their experiences with developing resilience through the curriculum and there will be opportunities for discussion and reflection during the day.  A number of external agencies will be present at the event to take part in discussion and to offer their support with resources to help teachers in schools.

This event is open to teachers and resilience professionals across Scotland and places will be allocated on a first come first served basis. If you are interested in signing up for this event please contact Gavin.Penman@aberdeenshire.gov.uk

Click here to view the draft-programme  of the day

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.

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.

 

Community Resilience and CfE flyer

CaptureOur 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.

Ensure the children and young people in your class know  what to do if there is severe weather, utility failure, flooding or pandemics by reading this hot off the press Community Resilience and Curriculum for Excellence flyer!

Community resilience is about communities and individuals using their collective resources and skills to help themselves prepare for, respond to and recover from emergencies.

Discover ways to link learning to Scotland’s change in climate and how to embed community resilience within learning across different curriculum areas.

If you are already doing work in this area or are interested in finding out more, contact Eilidh.Soussi@educationscotland.gsi.gov.uk

Scottish local authorities, schools and partner organisations can request multiple hard copies of this guide for distribution to school clusters and networks.  Remember to include a postal address and state how many copies you wish to receive.

Looking forward to hearing from you!

EU Report: Youth work’s contribution to aid transition from education into employment

EU youth work and employabilityThe contribution of youth work to address the challenges young people are facing, in particular the transition from education to employment.

The Report presents results from the work of the expert group set up under the European Union Work Plan for Youth for 2014-2015.

The findings detail the role of youth work and its specific contribution to addressing the challenges young people face, in particular the transition from education to employment. The report seeks to make employers, Public Employment Services and policy-makers aware of the crucial role youth work can play – either as a lead agency or in partnership with others – in supporting the employment and employability of young people. In this context, youth work is defined as ‘actions directed towards young people regarding activities where they take part voluntarily, designed for supporting their personal and social development through non-formal and informal learning’.

Food Chain Professional Learning Event – Thursday 17th September

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Food and drink offers an engaging and practical context for learning within Curriculum for Excellence and provides opportunities for interdisciplinary learning and for rich and meaningful partnerships between schools, the food and drink organisations and other partners such as academia and research organisations. This event aims to further explore these links and demonstrate to practitioners how to use food and drink as a context for delivering a range of subjects.

Recommended for: primary and secondary practitioners with responsibilities for sciences, technologies, food & health and business studies planning for learning and transition experiences from second level to senior phase.

For more information click Food Chain CLPL – Craibstone 17th September 2015 JULY 2015-1

Sciences Open Day – 28th May 2015

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Moffatt Academy, Dumfries and Galloway
10am to 3pm, Sciences Open Day – 28th May 2015.

We are pleased to announce that Moffatt Academy has kindly agreed to host our next sciences open day event. This professional learning event presents a valuable opportunity to learn about the approaches to sciences developed by the 3-18 all-through school at Moffatt Academy which have been identified through the inspection process as having ‘very good’ provision for its learners.

The event is aimed at Quality Improvement Officers, Science Development Officers, science coordinators, school leaders and primary and secondary practitioners responsibility for sciences as well as national agencies and partner organisations.

The event will provide delegates with an opportunity to hear about various aspects of work taking place across the sciences including:
• innovative practice in relation to primary/secondary transitions both in the all-through setting and also across the cluster
• cluster working groups to develop progressive programmes of study from 3-18
• use of engaging contexts for learning
• development of literacy skills within sciences.

There will be a further session delivered by the school to share their experiences of operating as an all-through school.

In addition, optional professional learning sessions will be run in the afternoon by Education Scotland staff on the following themes:

• Assessment in the sciences within primary and early learning and childcare settings (Louise Morton, Primary Science Development Officer)
• NQ support for sciences through GLOW (Grant McAllister, Secondary Science Development Officer)

To register for this event please use the following survey monkey link: https://www.surveymonkey.com/s/ZJXJVCM

There is no cost to this event. Places will be allocated on a first come, first served basis.

For further information about the event please contact Joanne Walker:
joanne.walker@educationscotland.gov.uk

ASPIRES awarded further funding by the ESRC

The ASPIRES study, tracked the development of young people’s science and career
aspirations from age 10-14.
The first ASPIRES Project has now ended but the ESRC has awarded further funding to continue their research for the next five years.
ASPIRES 2 will continue this tracking over the crucial next five years of the young people’s lives, to understand the changing influences of the family, school, careers education and social identities and inequalities on young people’s science and career aspirations and, crucially, relate these to their actual subject choices and attainment in national examinations and their post-16 choices. This tracking of young people’s aspirations and educational outcomes comprises the crucial ‘final link’ in the longitudinal project,
and will have strong bearing on educational policy and practice.

ASPIRES 2 aims to investigate:
1. How are student educational and occupational aspirations formed, and how do they change, over time?
2. How are subject choices and (GCSE) attainment related to aspirations, and how are these patterned over time?
3. How are aspirations shaped by families and schools (including experiences of school science and careers education)?
4. How are aspirations shaped by gender, class and ethnic identities?
5. How can findings be translated for stakeholder audiences, specifically for policy-makers/ intermediaries, teachers, students and parents/families

The final report of the ASPIRES Project is available online

Open day – a whole cluster approach to science

Venue: Mearns Primary School, East Renfrewshire

Date: 9am to 12:30pm, Tuesday 3rd June 2014

This professional learning event presents an exciting opportunity to learn about the approaches to 3-18 sciences developed by the Eastwood High School and Mearns Castle High School clusters which have been identified through the inspection process as being very good practice.

The event is aimed at Quality Improvement Officers, Science Development Officers, science coordinators, school leaders and practitioners from all sectors with responsibility for sciences as well as national agencies and partner organisations.

The event will provide delegates with an opportunity to hear about various strengths of work taking place in the cluster including the:

  • effectiveness of their collegiate working led by the Science Ambassadors and also the partnership with SSERC
  • cross-cluster development which has produced a very high-quality programme with strong progression across all the organisers and significant aspects of learning
  • well planned discrete and interdisciplinary learning experiences from nursery to secondary
  • outstanding resources for science across all stages which are easily accessible and very well matched to the experiences and outcomes
  • learning rounds involving staff across the clusters focused on progression which provide very good evidence of how well children are progressing through the levels
  • curriculum transitions which are described as sector leading.

To book a place at this event please contact Jennifer.Moore@educationscotland.gov.uk. It is advisable to book early to avoid disappointment.

Bucksburn Academy Conversation Day 4

Delegates attending our fourth conversation day at Bucksburn Academy identified three key themes for improving science education.

Discussions focussed on:

 Priorities for sciences education

Identifying partnerships that work

 What does great learning in the sciences look like?

Education Scotland is keen to hear your views regarding the third theme, addressing what great learning in the sciences looks like.

What does great learning in the sciences look like?

Science education is important for every child and not just for those who may be headed toward a scientific or technical career.

Great learning in the sciences encourages young people to make sense of the world around them, to be scientifically literate. It develops skills enabling them to analyse, evaluate, think critically, justify conclusions and be creative and innovative; skills required to thrive and succeed in an increasingly globalised and technological society.

Delegates identified factors contributing to great learning in the sciences:

  • relevant and purposeful (real life) teaching through engaging activities, which occur in and out of the classroom environment
  • learning environment has motivated and enthusiastic teachers and pupils
  • lessons have variety, depth, challenge and are interactive, delivered by inspirational teachers with a passion and enthusiasm for the subject and who convey a love of learning
  • consistent and firm discipline
  • learners are taught the skills they need through a variety of methodologies e.g. active, visual, audio and concepts are revisited in  different ways
  • progression is evident                                 
  • subjects are interlinked and connected
  • great learning is different in different schools and classes, and good teachers are still learning.

The final part of this discussion addressed the question, how do we get it right for every child and young person?  Delegates’ suggestions included:

  • good communication between primary and secondary
  • establish where the “starting point” for every child is and identify children who need to extend their knowledge
  • ensure learners feel safe enough to ask for help/guidance
  • quality provision must be evident all the time
  • teaching should be delivered in different order/style depending on the needs of the learner.