The Literacy across learning page has been updated with new vocabulary materials including subject specific guidance/suggestions.
Audit Scotland’s report ‘Improving outcomes for young people through school education is available via a link on the Poverty-related Attainment Gap page.
The Poverty-related Attainment Gap page has been updated with several newly-published documents from Public Health Scotland, the Child Poverty Action Group in Scotland and the Robertson Trust/the Poverty Alliance:
The Cost of Learning in Lockdown (March 2021 update) Scotland published by the Poverty Action Group in Scotland.
Public Health Scotland’s COVID-19 Early Years Resilience and Impact Survey
Laura Robertson and Fiona McHardy, The Poverty Alliance (February 2021) The Poverty-related Attainment Gap: A Review of the Evidence. Commissioned by the Robertson Trust
Closing the poverty-related attainment gap: A report on progress 2016-2021
The Education Scotland Engaging parents and families toolkit for practitioners has been added to the Parents and Carers page.
New page created – Metacognition and Self-regulated Learning.
The Professional Reading Group page has been updated with dates of this year’s PRG sessions and John Swinney’s ‘recommended read’ from the 2021 launch event, the 2018-2020 Report by the International Council of Educational Advisers (ICEA).
The National Improvement Framework page has been updated with a link to the Scottish Government’s NIF document published in December 2020: Achieving Excellence and Equity: 2021 National Improvement Framework and Improvement Plan.
The Poverty-related Attainment Gap page has been updated with a link added to the January 2021 University of Strathclyde briefing paper on Socioeconomic disparities in school absenteeism after the first wave of COVID-19 school closures in Scotland
The Literacy across the Curriculum page has been updated with SLC resources.
GTCS launch the refreshed and revised suite of Professional Standards (formal enactment: 2 August, 2021)
To enhance and complement the work practitioners, schools and local authorities are already undertaking, the following link provides access to a range of support materials on remote learning available from national organisations:
Direct access to key information on COVID-19 mitigation for education authority staff, leaders of schools and early learning and childcare settings, and highlights any changes to guidance:
(Covid-19 related communications and links are also available from the Covid-19 Lessons for Learning page)
- The Literacy across the Curriculum page has been updated with some new resources around reading (for the curriculum and for pleasure).
- The Health & Wellbeing page has been updated with new resources around supporting children and young people’s mental health.
- A new page has been added called the ‘Refreshed CfE Narrative‘ and links to new thought papers added.
- A new page has been added called ‘GTCS‘ – a link has been added to the draft Professional Standards 2021.
- On the Attainment Gap page, a link to a research brief paper on Socioeconomic Inequalities in School Attendance in Scotland has been added alongside an article by the research team from the University of Strathclyde published in November 2020 in the journal Children and Youth Services Review.
National model of Professional Learning
“Professional learning must focus on the education professional as a learner and how this is related to and impacts upon the learning of children, young people and adults”
– National model of professional learning
(scroll down for a list of recently added links and resources)
This shared learning area has been set up to help us collate, store and share links to online educational resources and documents which might be of professional interest.
If you wish to add any links or documents you think may be of interest to colleagues, please contact Susan Brownlie (English Department) who will be happy to upload these for everyone to access. In addition, as this resource is a work in progress and is regularly updated, if you notice any links to content no longer work, please let Susan Brownlie know.