Post on 14-Feb-2017
Skills for WorkA practical approach for school leaders
16 March 2016Park Hotel, Kilmarnock
#youngworkforce
Previous Comments• It has reassured me that we are on the
right track. It has given me practical ideas to take forward.
• To gain a greater understanding of expectations around skills for work. Today has given me confidence that we are on the way and not just beginning.
• Wanted to develop my understanding of DYW agenda, this completely met and surpassed my expectations!
• I have thoroughly enjoyed this event and it has inspired me greatly.
• Great to hear from a range of practitioners.
• I was keen to get a picture of what is happening within the primary sector around the skills for work agenda……I have not been disappointed. A great event.
• Excellent day – well informed and future ideas to take back to school.
• I was looking to explore what was/is happening in the primary sector regarding DYW. I am very impressed and inspired. I will take good ideas back to my (secondary) school and primary colleagues.
Morning session• Welcome – Robert Hair• Keynotes
Joan Mackay, Education Scotland Ken Muir, General Teaching Council Scotland
• Round table discussion 1• Coffee• Skills Team (3-18) Update • Round table discussion 2• Skills Development Scotland
Derek Hawthorne• Lunch
Joan Mackay
Implementation Lead (Schools)Assistant Director, Education Scotland
Skills for Work: A practical approach for school leaders
AHDS/SLF Extra16 March 2016
change
change
skills
skills
Developing the Young Workforce
“Don’t nail down but support a broad direction of travel. Develop a sense of self with a bunch of great experiences from the early years. Develop a set of skills to apply throughout life. Not a focus on a job but focus on skills conversations.”
Source: Participant feedback, DYW Learning Event 2. [Aberdeen]
connor
partnerships
2008
A Framework for Learning and Teaching
Building the curriculum 3
2009
Skills for learning, skills for life and skills for work.
Building the curriculum 4
June 2014Education Working for All!
“ Today, in Scotland we have 53,000 young people, not in work and not in education, waking up each morning wondering if their community has any need for them”
Sir Ian Wood
November 2015
“We need to deal with youth unemployment in order to maintain the future of civil peace.”
Francois Garcon, Sorbonne University
December 2014Developing the Young Workforce
1. Schools: Work Relevant Learning from 3-182. Colleges: A Valued and Valuable Choice3. Apprenticeships: Access to Work Based
Learning for All Young People4. Employers: Their Investment in the Young
Workforce5. Equality: Developing the Talents of All Our
Young People
November 2015 • Emergence of employer led regional
group structure: 8 agreed so far; all in place by March 2016
• Guidance on school/employer partnerships
November 2015Work placements standard
– Developing and testing
Senior phase pathways:– Establishing sustainable partnerships– Foundation apprenticeships – School-college models– KPI 3
November 2015Career Education Standard 3-18
– engage children and young people in meaningful discussion about their skills development and assist them in profiling to support their career journeys.
Core skills??1. Critical thinking and problem solving2. Communication and collaboration3. Citizenship4. Digital literacy5. Student leadership and personal
development6. Teacher as researcher
Source: Unlocking a world of potential. Core skills for learning, work and society. British Council 2015
Ken Muir
CEO General Teaching Council Scotland
Professional Values and Professional Standards
SLF Extra AHDS, Kilmarnock16 March 2016
Kenneth Muir, Chief Executive GTC Scotland
Scottish Education today
CfE and DYF
How Good is
Our School?
4
Teaching Scotland’s
Future
Revised Professional StandardsProfessional
UpdateProfessional
LearningScottish Attainment Challenge
National Improvement Framework
Scottish College of Educationa
l Leadership
• Putting the learner at the centre - personalised, customer or learner-centric
• Supporting achievement by and for all• Establishing an effective performance
framework that allows continuous review and improvement
• Reconceptualising the model of teacher professionalism (Professional Update, revised Standards, Fitness to Teach, etc)
National system alignment
Some Reflective Questions
What brought you into teaching?
What keeps you in teaching?
What kind of values system / values do these responses reflect?
“ Teaching at its core is a moral profession. Scratch a good teacher and you will find a moral purpose...”
“They (Teachers) want to make a difference in the lives of their students.” Michael Fullan
Teachers as 21st c Professionals
Teachers as 21st c Professionals
“Education is the key to success in life, and teachers make a lasting impact in the lives of their students.” Solomon Ortiz
“ Teacher professionalism is at a threshold.
Moral purpose and change agentry are implicit in what good teaching and effective change are about, but as yet they are society’s (and teaching’s) great untapped resources for radical and continuous improvement. We need to go public with a new rationale for why teaching and teacher development are fundamental to the future of society.” Michael Fullan 1993
Teachers as 21st c Professionals
21st century teachers
“ The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change”.
“Teaching Scotland’s Future” 2011
“ We need action that links initial teacher preparation and continuous teacher development based on moral purpose and change agentry with the corresponding restructuring of universities and schools and their relationships. Systems don’t change by themselves. Rather , the actions of individuals and small groups...produce breakthroughs. New conceptions, once mobilised, become new paradigms. The new paradigm for teacher professionalism synthesises the forces of moral purpose and change agentry.”
Michael Fullan
Teachers as 21st c Professionals
Why do we need a new paradigm?21st c. Education: key questions
What are schools for? What should students learn (in them)? How should success in education measured? What is the role and purpose of the teacher
in a world defined by change, complexity, fluidity and uncertainty? How do we best support teachers to deliver high quality education in this ever-changing,
ever more demanding context?
Supporting the New Paradigm in 21st century Scottish Education
T Teachers leading learning in 21st c.
Teachers should be: “Increasingly expert practitioners
whose professional practice and relationships are rooted in strong values, who take responsibility for their own development and who are developing their capacity both to use and contribute to the collective understanding of the teaching and learning process.”
“Teaching Scotland’s Future” 2011
GTCS Professional Standards
Professional Skills and Abilities
Professional Knowledge and Understanding
Professional Values (social
justice, integrity, trust and respect )
and Personal
Commitment
•The Standards for Registration (mandatory, comprising the SPR and the SFR)
• The Standard for Career-long Professional Learning
• The Standards for Leadership and Management (for middle leaders and Head Teachers)
Professional Values for Teachers in Scotland
Professional Values & Personal
Commitment: social justice,
integrity, trust and respect,
professional commitment
Leadership
Learning forSustainability
These exist across all of the Professional Standards
Professional Standards and Career-Long Learning
“If Standards are to become the basis for promoting high quality professional learning, they need to be regarded as a series of signposts to guide an integrated professional learning agenda, rather than a series of discrete accomplishments to be ticked.”Timperley (2011)
Professional Update
ITE TISFR
Provisional Registration
Full Registration (General)
The Enquiring Professional
Professional Recognition
Standardsfor
Registration
Standard for Career-Long Professional Learning
Standards for Leadership and Management(Middle Leaders and HTs)
Professional Review + Devt.
Embrace sustainability, equality and justice
Recognise rights and responsibilities of learners
Commit to the principles of democracy
Value and respect diversity and learners’ rights
Promote the principles and practices of global citizenship
Engage learners in real world issues
Social Justice
Demonstrate honesty, openness, courage, wisdom
Critically examine personal and professional attitudes and beliefs
Challenge assumptions and professional practice
Critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect change and improvement
Integrity
Act and behave in ways that develop a culture of trust and respect
Provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos
Commit to motivate and inspire learners, acknowledging their social and economic context, individuality and specific learning needs
Trust and Respect
Engage with all aspects of professional practice
Work collegiately with enthusiasm, adaptability and
constructive criticality
Commit to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice
Professional Commitment
Professional Update: Purpose
The key purpose of Professional Update is:
to maintain and improve the skills and knowledge of all registered teachers as outlined in the relevant Professional Standards and to enhance the impact that they have on pupils’ learning - it links directly to the Values
The illiterate of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn and relearnAlvin Toffler 1972
Future Learners
The poorest performing schools and education systems of the 21st century will not be those who cannot change but those that cannot continuously innovate, change and improve
Future Schools andEducation Systems
Developing the Young Workforce
“To have any chance of making teaching a noble and effective profession, teachers must first combine the mantle of moral purpose with the skills of change agentry.”
Michael Fullan
GTC Scotland
ken.muir@gtcs.org.uk
Professional.Update@gtcs.org.uk
@GTCSKen
Discussion 1
Skills (3-18) Team Update
Developing the Young Workforce
Transforming lives through learningCreating inclusive environments
In context
Six entitlements for all learners:
Entitlement 4:Opportunities for developing skills for learning, skills for life and skills for work
Entitlement 6:Opportunities to move into positive and sustained destinations beyond school
EARLY
FIRST
SECOND THIRD
FOURTH
In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my learningHWB 0-19a
Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. HWB 1-19a
Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements skills and areas for development. This will help me to prepare for the next stage in my life and learning. HWB 2-19a
I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning. HWB 3-19a
Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions. HWB 4-19a
I can describe some of the kinds of work that people do and I am finding out about the wider world of work. HWB 0-1-20a
I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-4-20a
Responsibility of all across the curriculum
June 2015 Inspection Advice Note“becoming familiar with…”
• How?
2
Teachers
SDS
Parents
Employers
Entitlements for
all learners
‘I can’
• Inform planning
• Describe success
• Support self evaluation and profiling
• Further developed in Progression Framework
Progression framework
DRAFT
Flexible resource
ACTION – Directs you to the relevant part of the standard
CONSIDER – Suggests aspects to think about or discuss Space has been provided for you to make notes should you wishhttp://www.educationscotland.gov.uk/learningandteaching/thecurriculum/dyw/
careerseducation/index.asp
Discussion 2
Skills Development Scotland
Derek Hawthorne
My World of WorkYounger Offer16/03/16
Background
• Curriculum for Excellence
• BtC4 - Skills for Learning, Life and work
• Developing Young Workforce (DYW)
• Career Education Standard (CES)
• SDS Career Management Skills
• My World of Work has changed!
The changing landscape
Old website• 600,000+ registered users
• 250,000 users per month
• Useful & relevant content but ...
not easy to find
• Some areas underused
• Technology outdated
• Little personalisation
New website• Works across all devices
• Increased personalisation
• More intuitive
• Streamlined functionality
DYW on MyWoW• Subject choices
• About Me
• Account area
Digital Solution for Primary• Approach
– Targeted tools and resources for P5 – P7 pupils– Delivered by teachers, accessed via My World of Work– Mapped to CES “I can” statements
• Design Challenge– Simplistic navigation– Usability - Large buttons, simple text, icons, images,
and potentially voiceover instructions– Part of MyWoW, tailored interface for pupils
Mapping to CESThe following were identified as the “I Can Statements” that are required:
I can statement Area of ProductI can explain to others my ambition/what I would like to do and look for ways to achieve them/that. I believe I can maximise my potential in any type of work
PersonalityProfile
I can recognise the skills I have and need for work. I can apply my skills to get more information about jobs/careers. I can discuss the relevance of skills to the wider world and make connections between skills and the world of work
SkillsProfile
I can use online tools available to me. I own and manage my profile and can use it to help me discuss my interests, strengths and skills with my parents/ carers and others
ProfileSkillsStrengthsInterests
I can identify people in my network who help me broaden my horizons
Networking Info
I can identify different types of enterprise opportunities and engage in them
Enterprise Info
I can...
Personality
Profile
SkillsStreng
ths
Interests
Networking
Enterprise
Draft StructureModular approach which can be added to as required
Section purpose statement
Landing page purpose statement
Date modified Modified by Version
The homepage should be bright and engaging, with vibrant colours, images and little text. Users should be able to see and understand just a few simple instructions, and feel encouraged to start using the tools.
They should understand why they should use the site, and what they’ll get out of it.
The page should include information to guide partners to their area. Parents should understand that there is resources for them too.
HomepagePositioning statement
Able to log in or register
Able to log in or register as partner
Access Strengths, Skills, Personality and Interests
Signpost for parents
Personality• Personality quiz based on Myers Briggs developed in partnership with David Hodgson, creator
of the Buzz
animalme.myworldofwork.co.uk
Skills
Interests
Teacher Account
Forward PlanEarly Offer
•Available May ‘16•Testing and Feedback
Full Product •Revisions incorporated Aug ‘16•Available to all schools
Promotion •Academic Year 2015/16•Further enhancements
Discussion Topics1. Parents Access2. Teacher Access3. Communication and marketing
5 minute group discussionQuick feedback
Skills for WorkA practical approach for school leaders
16 March 2016Park Hotel, Kilmarnock
#youngworkforce#slf2015
Afternoon session• Schools sharing practice
Lochardil Primary/Millburn ASG School Caskieberran Primary School
• Round table discussion 3• Coffee
Ferguslie Pre-Five Centre• Round table discussion 4• Round up and close
James Cook
Lochardil Primary School
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
Developing the Young Workforce:Career Management Skills in the Primary School
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Industry
Developing the Young Workforce:Career Management Skills in the Primary School
Letter Writing: Communication
Skills
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Survey Writing: Data Handling
Skills
Understand Self, Strengths, Networks and
Horizons
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing Research
Skills
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing Presentation
Skills
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing a Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Making Connections across
the Curriculum
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
The Area School Group (ASG) Approach:Primary 7 Programme for 7 Feeder Schools
Developing the Young Workforce:Career Management Skills in the Primary School
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Industry
Developing the Young Workforce:Career Management Skills in the Primary School
A Partnership Approach
Lochardil Primary School/ Millburn Area School Group, Inverness – RESOURCES
Education Scotland, Career Education: http://tinyurl.com/edscot3-18
Lochardil Programme: http://tinyurl.com/ldil-skills
Lochardil Programme (with appendices): http://tinyurl.com/ldil-skills-plus
Pedagoo, Lochardil Programme: http://tinyurl.com/pedagoo-highlandskills
DYW Glow TV (December 2015): http://tinyurl.com/GLOW-Lochardil
Highland Council, Skills for Learning, Life and Work: http://tinyurl.com/highland-skillsfllw
Buzz Test: http://tinyurl.com/the-buzz-test
For further information, please contact: james.cook@highland.gov.uk
Our Enterprise and Employability Journey
Caskieberran Primary School
Career Education in the Primary Sector
Our Journey
Caskieberran Primary School
Sarah Cloy & Karyn Wyse
Context
Social deprivation High levels of unemployment High Free School Meal entitlement P1 to 3 classes capped at 18 pupils
Culture of Enterprise at Caskieberran
The publication of Career Education Standard 3-18 has validated for us the work that we have been doing for years.
Entitlements Children and young people will be entitled to:
• experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities;
• develop skills for learning, life and work as an integral part of their education and be clear about how all their achievements relate to these.
Expectations Teachers/Practitioners will:
• work with a range of partners including parents/carers, employers and other practitioners to design and deliver an appropriate personalised curriculum that takes account of: − the individual needs of children and young people; and − genuinely equips them for learning, life and work in all settings including colleges and other learning providers. • develop children and young people’s understanding of the responsibilities and duties placed on employees and employers
‘Children and young people are entitled to opportunities for developing skills for learning, life and work.’ Building the Curriculum 4
Display of Knowledge
Event Campaign Business
Victorian MuseumAssembly presentationsRadiowavesGLOW blogsWW2 Film
Ceilidh Fairtrade Fashion ShowBurns SupperCoffee MorningWoods clean upPotted sportsAuthor Visits
Charity sponsored walkRight Wee BletherWoods clean upRace for Life
‘ToK ApprenticeRecipe BooksPost office in schoolEstate agentsP7 jobsSchool gardenWorld of Work WednesdaysVisit to Frankie & Benny’sCollege Workshops
Contexts for Enterprising Learning
Early Level opportunities
By end of Early Level:
• I can communicate with people about the different jobs they do in my community.
• I can discuss some of the rewards that a job brings.
• I believe I can do any job.
• I can role play different job roles.
• I can follow rules and routines and explain why they are important.
• I can talk about my learning, my strengths and my next steps.
• I can develop ideas and take part in projects to make things.
I can role play different job roles.
I can develop ideas and take part in projects to make things.
I can discuss some of the rewards that a job brings.
I believe I can do any job.
First Level Opportunities
By end of First Level:
• I can describe different jobs in my community and some of the skills needed for these.
• I can learn about the world of work from visits, projects and my experiences.
• I can talk to employers about myself and about their workplace.
• I can recognise that there are different ways to get a job.
• I can talk about the types of jobs that interest me.
• I believe I can succeed in any area of work.
• I can talk about my strengths, interests and skills and show evidence of my progress.
• I can set goals and work towards achieving them.
• I can adopt different roles when running a business.
I can describe different jobs in my community and some of the skills needed for these.
I can learn about the world of work from visits, projects and my experiences.
I can adopt different roles when running a business.
Second Level OpportunitiesBy end of Second Level:
• I can discuss the relevance of skills to the wider world and make connections between skills and the world of work.
• I can explain to others my ambitions/what I would like to do and look for ways to achieve them/that.
• I can recognise the skills I have and need for work.
• I can apply my skills to get more information about jobs/careers.
• I can use online tools available to me.
• I own and can manage my profile and can use it to help me discuss my interests, strengths and skills with my parents/carers and others.
• I can identify people in my network who help me broaden my horizons.
• I believe I can maximise my potential in any type of work.
• I can identify different types of enterprise opportunities and engage in them.
I can discuss the relevance of skills to the wider world and make connections between skills and the world of work.
I can recognise the skills I have and need for work.
I can identify different types of enterprise opportunities and engage in them
I believe I can maximise my potential in any type of work.
Partners in Learning
Visiting Lomond as part of Houses and Homes Project
‘Curriculum for Excellence can best be delivered through partnership working.’
Building the Curriculum 4
ToK ApprenticePresenting at business networking sessions
Support from our Business Partners helped to make the day a success.
Contacting potential
delegates
World of Work Wednesdays Input from Social Carer, Office Manager, Forensic Scientist,
Estate Agent, Royal Bank of Scotland, Lomond Homes Nurse, Fife College.
Building on Success Challenges and opportunities of partnerships with
businesses. Needed to develop a programme we could sustain
without relying on specific companies.
Caskieberran Careers Day All children and young people in Scotland have an entitlement to a curriculum which will support them in developing their values and beliefs and enable them to:> achieve the highest possible levels of literacy and numeracy and cognitive skills> develop skills for life and skills for work> develop knowledge and understanding of society, the world and Scotland’s place in it> experience challenge and successThey should be […] equipped with the skills needed for planning their future lives and careers.
Curriculum for Excellence: Building the Curriculum 3
The Careers Fair
The Process•Form an Events Management Company•Create a company name and identity•Pupils identify and prioritise tasks•Invitations issued to cluster P7s, Headteachers, Councillors and Education Officers•Employers identified & contacted•Catering suppliers negotiated with•Morning session organised, focusing on the Eight Sectors of Employment identified by Fife•Guest speakers identified and approached•. . . and much, much more!
Careers Day 2016 Links to STEAM Skills Development Scotland interactive workshop Babcock Engineering workshop
After Careers Day…
Feedback Visits to businesses Link with College Impact on parents
Why has Careers Day evolved?
Wood Report recommendations:
‘There’s a clear requirement for better career information and advice and broader preparation for the world of work. This is emphasised in Recommendation 2: A focus on preparing all young people for employment should form a core element of the implementation of Curriculum for Excellence with appropriate resource dedicated to achieve this.’
Education Working For All!
Commission for Developing Scotland’s Young Workforce
Career Education Standard recommends: Skills Development Scotland will offer direct support to schools through the availability of Career Advisers at P7/S1 transition to assist with transition planning for young people and ensure that they are registered on My World of Work.
Fife’s Eight Sectors of Employment (Food & Drink, Leisure & Tourism, Engineering & Manufacturing, ICT & Technology, Construction & Civil Engineering, Health & Care, Retail, Energy.)
Link with Skills Development Scotland
Impact Increased awareness of industries, businesses and jobs
available in Fife. Increased understanding of pathways to careers. Increased engagement in learning Links made with Fife College. Pupils involved in workshops with Fife College. Enhancement of transition programme. Winners of the Scottish Education Award in Enterprise and
Employability Across Learning.
Skills for Learning, Skills for Life, Skills for Work
Purpose and impact from Pupil’s Perspective
The Hub
The Hub
The High Street
The High Street
What next? Create Employability Skills Pack for cluster P7s, to
be completed in run up to Careers Day. Update our Enterprise Education Progressions to
focus more tightly on Employability Skills and STEAM topics.
Continuing to build on our link with Fife College, working together to create mini courses for our pupils.
Developing learning about Careers through forging links with universities and colleges.
Conclusion
Embedded approach to Enterprise and Employability from nursery to Primary 7.
Equally important at all stages. Positive destinations for all regardless of background
and circumstance.
“The Career Education Standard recognises the journeys that children and young people make as they progress from age 3-18 and the potential and role of key influencers in these journeys. It recognises that all young people will not progress in the same way and that not all face the same challenges and will require appropriate support and interventions as required.”
Developing the Young Workforce: Career Education Standard (3-18)
Discussion 3
Ferguslie Pre-Five Centre
Skills for Learning, Life and Work in the Early Years
Ferguslie Pre-five Centre
Play: It’s a child’s ‘job’ to play
“Through play: children transform, vary, abstract, develop, imagine, create and innovate as they move into the future” (Bruce, 2012)
Deep PlayDeep LearningDeep UnderstandingApplication of Knowledge
Our Children as learners
We recognise that children learn in different ways: through seeing, hearing, touch, doing and moving
We value the diversity of individualsWe remove any barriers they have to learning
Skills Development through Play
We develop motivation and engagementWe develop transferable skillsWe develop higher order thinking skillsWe develop literacy and numeracy skillsWe develop skills in finding informationWe develop skills in managing moneyWe develop partnerships to promote skillsWe develop skills needed for the world of work
Our Children apply their skills in various contexts: ‘The Dog House’
Today I have been finding informationToday I have been developing my
literacy and numeracy skills
Today I have been using skills that I have previously learned to
put our construction together
Today I have been finding out information on ‘Google Earth’ to draw a
map to the high school
Today I have been working at the high school to create the roof on our ‘dog house’
The children remain
motivated and engaged in
‘deep learning’ that involves using
the ‘dog house’ in their play
Today I have been a gardener
Our Children apply their skills in various contexts: ‘Growing our Vegetables’
Today I have experienced the world of work
Today I have been a chef
Today I have been managing money
At Ferguslie Pre-five Centre our children have a natural curiosity about the world around them. Through a variety of play contexts our children understand the different jobs
people do within the world of work. They engage in projects that develops a depth of learning and to scaffold
this we connect to and work with local businesses and professions. We value the uniqueness of each child
connected to our centre within an environment where they develop their skills to make choices, know the decisions
they make during their play are valued and can understand what success feels like as their achievements are
celebrated. Passionate educators support the family to nurture this natural curiosity and through working
together give our children the skills to be all they can be and the desire to be even more.
Discussion 4
Round up and close
Please share your thoughts about today’s event using Survey Monkey
https://www.surveymonkey.co.uk/r/YMDVYCB
Thank you