Dynamic Youth Awards provide a peer-assessed approach to recognising non-formal learning for young people aged 10 – 14.
The Awards recognise young people’s involvement in any activity that they choose to participate in, and have included helping out at youth groups, peer education initiatives, buddying schemes and community arts projects.
Dynamic Youth Awards are now credit rated on the SCQF at Level 3, which is comparable to Foundation Standard Grade or the new Access 3 Qualification. Dynamic Youth Awards range from a One Star Award to a Five Star Award. Each of these star ratings have different amounts of credit points attached to them, to allow recognition of the amount of learning required of the young person to achieve each award.For more information about Dynamic Youth Awards credit points, click here.
The additional currency that SCQF credit rating brings will also support the use of Dynamic Youth Awards to recognise, profile and report on achievement, delivering a key priority of Curriculum for Excellence.
Steven Greig, Youth Scotland Youth Work Manager said:
“Young people have gained Dynamic Youth Awards for their involvement in a range of fantastic projects that support their learning. The fact that the Awards are now SCQF credit rated by SQA adds currency to the high standard of delivery from Award Group Workers, as well as paying testament to the achievements of young people themselves. We are delighted that young people will now be able to see directly how their Dynamic Youth Awards compare with more formal qualifications, such as those gained at school.”
Shanagh, a young person from Perth and Kinross Youth Council said:
“At last! After doing so many of these awards myself, it’s great to see they are getting the formal recognition that young people deserve.”
The process of credit rating the Awards has involved an ongoing partnership between Youth Scotland, SQA and the Award Groups currently delivering the Awards. Youth Scotland is also grateful to Craig Green, Information and Learning Services Manager at John Wheatley College, for his partnership support in developing the Award’s learning outcomes.
We would like to say a big thank you to all who tuned in to our Glow Meet yesterday it was one of the most successful Glow Meets we have ever had, with all attendees sharing their enthusiastic comments and questions, particularly in relation to assessment and tracking. Also thank you to Lorraine Munro from Dens Road Primary School in Dundee who shared her expertise in the early years.
Due to the success of this Glow Meet we are really keen to organise another to follow on from yesterday’s discussion so watch this space!
In the mean time, to continue the discussion and share your thoughts, ideas, suggestions and questions click here and join our discussion forum.
To Watch Again Click Here
We look forward to hearing from you.
A new resource has been developed to support practitioners in planning for effective learning, teaching and assessment in RME. This resource takes you through the process of unpacking the Es and Os to gathering evidence. There are tasks for staff to undertake and help develop your thinking. There is also an interactive powerpoint presentation and templates for you to use. The resource can be found by clicking here.
On Wednesday (08/02/12) I had the opportunity to visit Claire Grubb a Business Education teacher from Kincorth Academy in Aberdeen. Claire described how they have re-written their second year Business and Enterprise Course using the Technologies and Social Studies Experiences and Outcomes. She also describes how they assessed the learning.
To find out more about my visit view the video of Claire on the Chalkface Blog.
Wednesday 29th February
4.00pm – 4.30pm
This Glow Meet is appropriate for all early years practitioners.
Building the Curriculum 4 supports the planning, design and delivery of the curriculum in early years establishments, schools and colleges. It sets out skills for learning, life and work demonstrating how they are embedded in the experiences and outcomes.
Can we build employability skills in the early years? Should we be thinking about these within the early level? During the session we will speak to a practitioner who, in partnership with her colleagues, helps children develop the skills they need for their life now and in the future.
A key aim of this Glow Meet will be to promote discussion and to inspire practitioners to explore different approaches to skills development in the early years. Participants will have the chance to ask the panel questions and share ideas.
Hope to see you there!
Click here to sign up and find out more!
Yesterday (o8/02/2012) I had the opportunity to visit Kirsty McFaul, the Principal Teacher of Design and Technology at Hazlehead Academy in Aberdeen. During this visit Kirsty described how they redesigned their S1-3 curriculum for Design and Technology using the Technologies Experiences and Outcomes. One aspect of the course included an interdisciplinary project which involved the Maths and Art Departments. Kirsty also discussed how they used the National Assessment Resource (NAR) to help move towards a more formative assessment approach.
To find out more about this visit, watch the video on the Chalkface Blog.
The CfE and Glow News e-update provides you with updates on Curriculum for Excellence and support for practitioners, along with all the latest developments within Glow.
Click here to view the newsletter or click on the links below.
Read the January issue to find out about the following:
Curriculum for Excellence Timetable development – Summary
Four curricular models on the Education Scotland website were developed further with possible timetables for 2014/14; viz. Kirkland High School, Clydebank High School, Charleston Academy and Balfron High School.
• All models built upon a well-considered and well developed model for the Broad General Education phase building on the guidance in BtC3.
• All models reported that timetabling of innovative curriculum structures to support CfE did not require any new or specialised timetabling skills
• Although the BGE phase plans were different to previous S1-S3 models and from each other they all allowed suitable progression and transition to the senior phase for all learners.
• The models varied in period number and length.
• All models were developed using traditional timetabling methods:
-development of a curricular model or map
-departmental and staffing capacity calculated
-teaching period and accommodation calculated
-timetable worked up
• All models effectively considered S4 – 6 as a single cohort
• All models provided one or two year courses for learners and offered a substantial degree of flexibility with vertical and horizontal progression
• All models reported some specific difficulties regarding the incorporation of Health and Wellbeing, Physical education and support into their timetables and further consideration will need to be given to these areas
• All models mentioned the importance of partnership working with schools, colleges and other partners to develop meaningful senior phase opportunities for pupils and there are implications for timetabling around this including blocking to suit college times, consortia arrangements etc.
• Advance planning at this stage (2011) is highly recommended as various staffing and accommodation issues were identified which can be planned for in advance of 2014
• Consideration needs to be made at this stage for the transition years from 2013/14 into 2014/15
• There was some discussion in the models about possible occasional suspension of the timetable at points to help deliver some aspects of CfE and there was also some consideration being given to changing the timetable during the year.
• There were some concerns expressed about 2 year courses – specifically for S6.Some consideration needs to be given to this.
• Do you have a sound curricular plan on which you can begin to develop a timetable for your senior phase model?
• Have you considered how to provide for Health and Wellbeing, PE and support?
• How strong are your partnership arrangements and how can these partners be involved in developing the curricular plan and a timetable?
• Is your planning early enough to cope with the transition year?