Tag Archives: sec

Support Request Meeting Dates

All support requests should be submitted electronically to a new shared mailbox: asnrequest@stirling.gov.uk

Support requests should be made using Child’s Plan Forms 1, and 2 or 3.  We no longer require the relevant parts of form 7 as standard. If you have any other relevant paperwork from the GIRFEC Child’s Plan suite this can be included.

Please ensure Support Requests are sent to the mailbox in a zipped file.  The file name must state the name of the child, and the team from whom support is being requested, e.g. asnsupportrequest.jbloggs.sebn

Please have submissions entered at least 1 week before the meeting date.

Provisional 2016/17 meeting dates are:

5th Sept 2016

3rd Oct

7th Nov

5th Dec

9th January 2017

6th February

6th March

18th April

15th May

12th June

For further guidance on Support Requests please see page in guidance and policies section of the site.

Wider achievement and Flexible Pathways

Wider Achievement and Flexible Pathways

Wider Achievement

Everyone knows the importance of getting formal qualifications at school – but our pupils are involved in a wide range of activities and have other important achievements, for example in:

  • youth work
  • volunteering
  • part-time employment
  • hobbies and interests
  • projects that they undertake across the curriculum
  • participation in activities and opportunities in school beyond the classroom
  • helping out at home.

As a result, young people are developing important skills for learning, skills for life and skills for work that can be of real value to them as they grow up and when it comes to getting a job or going to college or university.

We want to make sure that young people get full recognition for all their achievements – not just their exam results. The SQA  have a selection of Awards that recognise the life and work skills that learners gain from activities they may already be taking part in at school, at college or elsewhere (such as sport, mentoring, voluntary work or fund-raising activities). These awards have been designed to recognise wider achievement. An increasing number of our schools are using these awards to help pupils recognise the skills they are developing and demonstrate to employers that our young people are working hard to develop the skills that are valued in the workplace.

Wider achievement is also recognised by a range of organisations such as Duke of Edinburgh Award Scheme, John Muir Trust, Scout Association and many others. In school, pupils are encouraged to reflect on the skills they are developing and build a profile of how they are progressing as they get older.

Flexible Pathways

A flexible learning pathway is a flexible programme of learning delivered through a variety of methods and experiences offered in different environments. Curriculum for Excellence encourages wider educational opportunities than those previously widely considered within school environments, prioritising skills for life and learning.

A flexible pathway would ensure that students would have the opportunity to select a range of pathways to the workplace. This could include working with school and college staff, experiencing the world of work, working on more vocationally based qualifications or even starting apprenticeships leading to industry recognised qualifications whilst in school. By making the routes through school more varied and applicable to the interests and aspirations, we would expect students to make better choices leading to better opportunities for employment or further study.

Useful links

Dyslexia

Dyslexia

Children learn at varying speeds and each child will have his/her own profile of strengths and developmental needs. However there are a variety of indicators that might point to dyslexia.

General indicators of dyslexia include:

  • being able to talk about what he/she is learning more easily than reading or writing about it
  • persistent spelling difficulties despite appropriate efforts
  • appearing to have a poor concentration span, or being forgetful and/or disorganised
  • difficulty with telling the time, and learning multiplication tables
  • having short-term memory problems, and difficulties with sequencing e.g. following/giving instructions, directions, etc.

Dyslexia can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual’s cognitive abilities and may not be typical of performance in other areas.
The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, as there are often associated difficulties such as:
• auditory and/or visual processing of language-based information
• phonological awareness
• oral language skills and reading fluency
• short-term and working memory
• sequencing and directionality
• number skills
• organisational ability
Motor skills and co-ordination may also be affected.

ASN Outreach chair a dyslexia Working Group to continue to ensure our learners are well supported.  For more information please contact :

Fiona McDougall (PT Primary ASN Outreach)

Stirling Council provides clear guidance and support for children and young people who may have dyslexia.