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Developing Scotland’s Young Workforce
Skills for Work – A Primary and Early Years Focus
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Joan Mackay
Education Scotland
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Education Working For All: Commission for Developing Scotland’s
Young Workforce
Implementing the recommendations through Curriculum for Excellence
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• This one day conference is being delivered in partnership with Education Scotland and SCEL (Scottish College for Educational Leadership).
• We have all heard a lot about the ‘Wood Commission’ report, or to give it its proper name ‘Developing Scotland’s Young Workforce’. Despite clear signals that the implementation of the report’s recommendations has implications for all school sectors there has been very little focus on primary and nursery schools.
• This event seeks to unpick the implications for these sectors and to help you, as a school leader, think about your next steps.
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55 000
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Developing the Young Workforce – what?
• Ensuring all young people access the broadest range of opportunities by:
• Placing a sharper focus on skills for work and employability
• Improving the quality of learning about the world of work and knowledge about the wide range of career options
• Improving the quality of work based learning
• Having schools, colleges and industry working together systematically to provide coherent learning experiences
• Extending the breadth and reach of apprenticeship opportunities
• Developing a clear understanding of the value of vocational education for all of our young people
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DSYW CfE: the vision
Our aim is to realise the Commission for Developing Scotland’s Young Workforce’s vision
as the full expression of Curriculum for Excellence.
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Curriculum for Excellence – what?
• A coherent learning experience for all of our young people
• The offer of a range of pathways to meet individual needs and benefit wider society/economy
• The opportunity to develop skills for learning, for life and for work
• The opportunity to develop attributes and capacities
and to gain qualifications
• Personal support and the expectation that all young
people move into sustained, positive destinations.
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Effective contributors
With..• An enterprising attitude• Resilience• Self-relianceAble to..• Communicate in different ways and in different settings• Work in partnership and in teams• Take the initiative and lead• Apply critical thinking in new contexts• Create and develop• Solve problems
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How will we do this?
• Recognise the scale of the challenge and the opportunities presented
• Capitalise on the skills and knowledge of the wide range of practitioners with expertise
• Build on existing practice across the country and recognise the need for local diversity
• Integrate DSYW planning into CfE planning
• Involve young people and parents in planning and delivery
• Increase collaborative working
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senior phase pathways
preparing children and young people for the world of work
2/3 18
skills for life, learning and work
careers information, advice and guidance
work placements
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leallife
learning
work
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When I Grow Up
http://www.youtube.com/watch?v=j4S8LnHZuuE&sns=em
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Gillian Hamilton
Developing Scotland’s Young Workforce
March 2015
Follow SCEL on Twitter @TeamSCEL, @CEOSCEL
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Follow SCEL on Twitter @teamScel
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Our Vision
• Develop, articulate and implement a vision for educational
leadership in Scotland that is learner focused and futures
oriented.
• Provide coherence for the range of leadership development
opportunities available in Scotland.
• Offer / facilitate innovative and cutting edge leadership
development opportunities that are research-led, practice
focused and bench marked internationally.
• Embed ‘leadership networks’ across the sectors and
systems so that leaders at all levels are connected to and
within professional leadership communities.
Follow SCEL on Twitter @TeamSCEL
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Scope of SCEL
• Teacher Leadership
• Middle Leadership
• Headship Preparation Programmes
• Headstart programme for new headteachers
• Serving Heads / Fellowship Programme
• Early Years Leaders and Practitioners
Follow SCEL on Twitter @TeamSCEL
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Teacher Leadership
• Moral purpose
• Consistent high-quality teaching
• Formal and informal leadership roles
• Informed by research
• Active engagement in critical self-evaluation
• Active engagement in professional learning
• Collaborative practice
• Focused on outcomes for young people
Follow SCEL on Twitter @TeamSCEL
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Five dimensions of teacher leadership
• Shared decision making
• Collaboration
• Active participation
• Professional Learning
• Leadership as activism
Muijs and Harris 2006
Follow SCEL on Twitter @TeamSCEL
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Factors to enhance teacher leadership
• Supportive culture
• Supportive structures
• Strong leadership
• Commitment to action enquiry and data richness
• Innovative professional learning
• Co-ordinated improvement efforts
• High levels of teacher participation
• Collective creativity
• Shared professional practice
• Recognition and reward
Follow SCEL on Twitter @TeamSCEL
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Follow SCEL on Twitter @teamScel
Framework for Educational Leadership
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Follow SCEL on Twitter @teamScel
Leadership in schools
Professional standards
Framework for
Educational Leadership
Professional Update
Professional Review and
Development
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Follow SCEL on Twitter @teamScel
What next?
• Development: Headship Programme, Framework
• Delivery: Fellowship Programme, Headship
Programme
• Partnership: Stakeholder Forum
• Events: Co-construction and joint delivery
• Regional networks
• Consultancy opportunities
• Early years scoping
• Programme scoping and planning
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Follow SCEL on Twitter @teamScel
‘Setting priorities means choosing what can wait.’
Helmut Nahr
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A Developing Picture
Knightswood Primary School
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Profiling and
Progression of Skills24 March 2015
Kirsty Harker (Education Support Officer)Kim Ramsay (Headteacher Royal School of Dunkeld)
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Outline
→ Profiling in PKC - Which skills?
→ In practice at Royal School of Dunkeld
→ Discussion
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Profiling
21/04/2015
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4/21/2015
What skills are we talking about?
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4/21/2015
What skills are we talking about?
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Royal School of Dunkeld
Profiling the Skills for Life, Learning and Work
A Whole School Approach
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Quotes from our Record of Inspection Findings
Across the school, children set targets for aspects of their own work. They self and peer assess their work regularly and, as a result, they have a very good understanding of their own strengths and next steps as learners.
They value the role staff give them in helping to improve their learning and their school. They take responsibility for planning their own learning, set targets, and assess their own work with their peers.
4/21/2015
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4/21/2015
To
regularly
reflect on
their own
skills
Skills for
Life
To know
why skills
are
important
To be able
to evidence
their own
skills
Skills for
Learning
To be able
to identify
their next
steps
To talk
confidently
about their
skills
Skills for
Work
To understand
how and
when they
will use their
skills
Our aims for all learners
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• Planning for Skills Development
• Involving Pupils in Progression Planning
• Building Self-assessment Skills
• Profiling
• Learner-Led Conferences
4/21/2015
Our Whole School Approach
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4/21/2015
Planning for Skills Development
Termly focus on one skill- A clear focus on one skill each term- Coverage of all skills across the year
Collegiate Planning- Whole school IDL topics- Planned joint RCCT time and collegiate time for planning- Moderation and discussion of skills progression - Staff understand and share expectations and standards - Clear progression
Teachers’ Plans- Skills planned alongside other learning- Plans identify intended knowledge and understanding as well as skills- Plans provide regular opportunities to practice and reflect on own
skills - Skills self-assessment built into plenaries and learning conversations
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4/21/2015
Involving Pupils in Progression Planning
Skills Discussion- Planned time for dialogue- Discussion of why skill is important- Focus on application of skills in and out of school and
in the future
Skills Progression Display- All classes create rubrics for their chosen skill- Child led- Children illustrate and describe the skill progression at their level- Descriptions and illustrations are of children applying the skill in and
out of school, in familiar contexts- Displays reflect the level and need of class- All children have a photo of themselves to place on the progression
scale- Very visual reminder to refer to - Used as a self-assessment tool throughout topic
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Ours Skills Walls
4/21/2015
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Profiling our Skills
Whole School Approach Creation of Whole School Profiling Guidance Paper Profiling takes place from Nursery to Primary 7, with a focus on
skills all the way through Profiles are different at each level – Learning Folders at the Early
Level, Show Off Books at the First Level and E-Profiles at the Second Level
Across all levels there is a page a term for skills self-assessment
Teachers create opportunitiesfor the children to assess theirskills development, displaying their final self-assessment in their profile
Profiles are shared with parents and carers at regular ‘Sharing our Learning’ events
21/04/2015
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Profiles
21/04/2015
Early LevelLearning Folders
First LevelShow Off
Books
Second LevelE-Profiles
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Skills Assessments in Profiles
21/04/2015
Nursery
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Skills Assessments in Profiles
21/04/2015
Nursery
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Skills Assessments in Profiles
21/04/2015
First Level
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Skills Assessments in Profiles
21/04/2015
First Level
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Skills Assessments in Profiles
21/04/2015
“The skills I developed were working together, sharing ideas and communication. I can take on most cooperative learning roles, but I don’t like being the group scribe! My favourite role is the materials manager as I like sourcing different resources. I am confident in talking to other people and like giving my ideas and opinions in group work. I am good at listening to other people and like to let them give their ideas too.”
“One particular time when I used my cooperative skills was at Dalguise on the Primary 7 residential trip. I helped and encouraged my team when they felt they couldn’t do something, it has given me confidence and I look forward to high school.”
P7
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Skills Assessments in Profiles
21/04/2015
Second Level
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Learner-Led Conferencing
21/04/2015
Contact Evenings run by Learners- Once a year, in addition to two parent contact evenings- Part of a yearly plan for reporting- Raises the profile of
self-assessment- Provides a platform
for sharing the profileand skills assessments
- Provides a motivating and real-life purpose for profiling
- Requires children to be able to evidence their learning
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Learner-Led Conferencing
21/04/2015
Conferencing Prompt Cards
A Conferencing Classroom
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Impact
21/04/2015
What difference have we made?
• Raised awareness of the Skills for Life, Learning and Work with staff, children and parents
• Staff and children have greater confidence in talking about the progression of Skills for Life, Learning and Work
• Children are more able to talk about how their skills will help them in the future
• Children can identify which skills they will need for chosen careers• Children can see how they can apply their skills in different contexts• Pupils are more articulate and confident when discussing their skills
and what they need to do to improve
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Our Next Steps….
21/04/2015
How do we plan to further develop Skills for Life, Learning and Work?
• Our new 3 Year Plan for IDL will be developed with parents and children, encouraging everyone to create a personalised curriculum for the children of Dunkeld, which focusses on and develops the knowledge and understanding and skills which parents, pupils and staff believe Dunkeld’s children will require
• A new approach to planning will encourage teachers and pupils to plan for members of the community and parents to regularly share their skills in class, bringing the world of work to school
• Continue to moderate these skills as a staff to ensure we are appropriately challenging children and building on skills
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Discussion
21/04/2015
Discussion 3 - Follow up to ‘Profiling and Progression of Skills’
Building the curriculum 4 skills for learning, skills for life andskills for work
Key Message 4“Progression in skills is signposted in the Experiences andOutcomes. This will help practitioners to ensure that as theyprogress through the levels, learners build on, extend and applysimilar skills developed at previous levels.” (p. 2)
Key Message 7“The assessment process should help children and young people tounderstand why skills are important, reflect on how they aredeveloping their skills, identify the next steps in their skillsdevelopment and understand how the skills they have acquired canbe used across the curriculum and in their lives in and outside theclassroom or establishment.” (p. 2)
1. Round the table, discuss how you currently plan for progression in skills?
2. In light of DYW and reflecting on what you have heard, how might you
further develop the aspect of profiling skills for work?
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4/21/2015
http://goo.gl/C4c4L
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Background
STEM topics
Teacher confidence
Impact
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Large primary
Diverse population
Town centre school
Across all curricular
areas
Outwith the school
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Developed science knowledge and skills
Developed technology skills
Consolidate maths/numeracy skills
Relevant to real life
Raised awareness of job roles
Coherence between relevant curricular
areas
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Envelope design
Post Office staff jobs
Scissors
Waterproof material
Money, shapes,
weighing
Develop STEM across
all topics e.g toys
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Design, build room
Build a strong wall
Tradesmen & architect
House building materials
Simple light circuit
Scissors & cm rulers
House numbers patterns
Farm
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First
Le
ve
l P
rim
ary
3
Jo
bs
Tec
hn
olo
gy
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Forces, friction
Design & build
playpark
Planner, landscape
architect
Gluegun, hacksaw,
scissors, ruler
Forcemeter
Strong shapes,
measure, time
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Food for Thought
Evening event
Food growing,
preparation and
cooking
Pots, pans & cooker
Variety of job roles
Electricity
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Outwith school
Climate change
Eco systems for
houses
Design & build eco
home
Hacksaws, glueguns,
rulers, scissors
Scale, measure,
money (budgets)
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Series, parallel circuits, reverse switches, pulleys
Scale, money, measure
ICT – booklet & presentation
Design & build transport working model
Soldering iron
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One teacher remains at each stage
Support at planning stage
MT assist if required
Appropriate resources supplied
Use of collegiate time for
discussion/moderation
Skilled helpers
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Motivated pupils
Positive press
Interested parents
Immediate
“The Technology
Challenge was
fantastic! We
were impressed
with all designs!”
“Victoria really
enjoyed the
Technology
Challenge and
presenting to
parents.”
“Shannon was
very proud of her
team at the
Technology
Challenge.”
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Graduate Design
Show
Memorable Learning
Guidance for pupils
Long Term
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Busby Primary School
Loving Learning
Developing Scotland’sYoung Workforce
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Know what you want to achieve & why
Purpose & Impact
Vision & Values
Pupils & Stakeholders
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Clear Definition of Success
Rationale
BTC 4 & Design Principles
Principles & Practice Papers
Education Working For All
Totality of the curriculum
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Take your Time
No quick fix
Inspire staff
Time to take risks
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Learn from other schools & business
Research
Professional conversations
Share
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Pupil voice
Pupil Parliament
Pupil leadership
Involve
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Engage with your community
Appreciate the environment
Consult
Partnership & Business Working
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Be Innovative
Thinking deeply
Bold choices
Test drive ideas
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Measure Impact
Self evaluation
Explore reactions
Adjust
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Keep on Moving
Flexible mindset
Refresh
Energise
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