Developing Scotland's Young Workforce - A Primary and Early Years Focus

Developing Scotland’s Young Workforce

Skills for Work – A Primary and Early Years Focus

Joan Mackay

Education Scotland

Education Working For All: Commission for Developing Scotland’s

Young Workforce

Implementing the recommendations through Curriculum for Excellence

• 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.

55 000

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

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.

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.

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

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

senior phase pathways

preparing children and young people for the world of work

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skills for life, learning and work

careers information, advice and guidance

work placements

leallife

learning

work

When I Grow Up

http://www.youtube.com/watch?v=j4S8LnHZuuE&sns=em

http://www.youtube.com/watch?v=j4S8LnHZuuE&sns=em

Gillian Hamilton

Developing Scotland’s Young Workforce

March 2015

Follow SCEL on Twitter @TeamSCEL, @CEOSCEL

Follow SCEL on Twitter @teamScel

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

Scope of SCEL

• Teacher Leadership

• Middle Leadership

• Headship Preparation Programmes

• Headstart programme for new headteachers

• Serving Heads / Fellowship Programme

• Early Years Leaders and Practitioners


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


Five dimensions of teacher leadership

• Shared decision making

• Collaboration

• Active participation

• Professional Learning

• Leadership as activism

Muijs and Harris 2006


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



Framework for Educational Leadership


Leadership in schools

Professional standards

Framework for

Educational Leadership

Professional Update

Professional Review and

Development


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


‘Setting priorities means choosing what can wait.’

Helmut Nahr

A Developing Picture

Knightswood Primary School

Profiling and

Progression of Skills24 March 2015

Kirsty Harker (Education Support Officer)Kim Ramsay (Headteacher Royal School of Dunkeld)

Outline

→ Profiling in PKC - Which skills?

→ In practice at Royal School of Dunkeld

→ Discussion

Profiling

21/04/2015

4/21/2015

What skills are we talking about?

http://localapps.pkc.gov.uk/internet/flashmag/skillsframework2013/index.html


4/21/2015

What skills are we talking about?

Royal School of Dunkeld

Profiling the Skills for Life, Learning and Work

A Whole School Approach

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

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

• Planning for Skills Development

• Involving Pupils in Progression Planning

• Building Self-assessment Skills

• Profiling

• Learner-Led Conferences

4/21/2015

Our Whole School Approach

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

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

Ours Skills Walls

4/21/2015

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

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Profiles

21/04/2015

Early LevelLearning Folders

First LevelShow Off

Books

Second LevelE-Profiles

Skills Assessments in Profiles

21/04/2015

Nursery


21/04/2015

First Level


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


21/04/2015

Second Level

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

Learner-Led Conferencing

21/04/2015

Conferencing Prompt Cards

A Conferencing Classroom

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

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

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?

4/21/2015

http://goo.gl/C4c4L

http://goo.gl/C4c4L



http://www.hermitageprimary.org/

Background

STEM topics

Teacher confidence

Impact

Large primary

Diverse population

Town centre school

Across all curricular

areas

Outwith the school

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

Envelope design

Post Office staff jobs

Scissors

Waterproof material

Money, shapes,

weighing

Develop STEM across

all topics e.g toys

Design, build room

Build a strong wall

Tradesmen & architect

House building materials

Simple light circuit

Scissors & cm rulers

House numbers patterns

Farm

First

Le

ve

l P

rim

ary

3

Jo

bs

Tec

hn

olo

gy

Forces, friction

Design & build

playpark

Planner, landscape

architect

Gluegun, hacksaw,

scissors, ruler

Forcemeter

Strong shapes,

measure, time

Food for Thought

Evening event

Food growing,

preparation and

cooking

Pots, pans & cooker

Variety of job roles

Electricity

Outwith school

Climate change

Eco systems for

houses

Design & build eco

home

Hacksaws, glueguns,

rulers, scissors

Scale, measure,

money (budgets)

Series, parallel circuits, reverse switches, pulleys

Scale, money, measure

ICT – booklet & presentation

Design & build transport working model

Soldering iron

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

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.”

Graduate Design

Show

Memorable Learning

Guidance for pupils

Long Term

Busby Primary School

Loving Learning

Developing Scotland’sYoung Workforce

Know what you want to achieve & why

Purpose & Impact

Vision & Values

Pupils & Stakeholders

Clear Definition of Success

Rationale

BTC 4 & Design Principles

Principles & Practice Papers

Education Working For All

Totality of the curriculum

Take your Time

No quick fix

Inspire staff

Time to take risks

Learn from other schools & business

Research

Professional conversations

Share

Pupil voice

Pupil Parliament

Pupil leadership

Involve

Engage with your community

Appreciate the environment

Consult

Partnership & Business Working

Be Innovative

Thinking deeply

Bold choices

Test drive ideas

Measure Impact

Self evaluation

Explore reactions

Adjust

Keep on Moving

Flexible mindset

Refresh

Energise

Developing Scotland's Young Workforce - A Primary and Early Years Focus

Education

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