Skills for Work.AHDS SLF Extra

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

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

Building the plane while flying it

http://leadershipfreak.files.wordpress.com/2012/04/airplane.png

• 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


http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiq2Ofw5qHJAhVCvBQKHRhoCbcQjRwIBw&url=http://teachandlearncherkin.blogspot.com/&psig=AFQjCNFGDxyYYReydIsYan9Unkw5CeqPsQ&ust=1448205114016325


“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


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


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

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOTFuL_dr8gCFUJeGgodgAAMAA&url=http://quotesgram.com/integrity-quotes-clip-art/&psig=AFQjCNFQis2VGPf9J7_rbXO8m8TBWeXIgg&ust=1444285634268967

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

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPv55u7dr8gCFQEoGgodPBsLAg&url=http://www.shift-it-coach.com/newsletter/11/shift-it-ezine-march18.html&psig=AFQjCNE0ush4PnIxjzRrzZu3PkUcERtqLA&ust=1444285724995487

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCMGC8qfgr8gCFQnWGgodP04LzA&url=http://cliparts.co/respect-clipart&psig=AFQjCNFnltZPox7BKqIr1y-hX4AyQc3BNA&ust=1444285813252237

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

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCJv8qengr8gCFUQuGgoduJINdA&url=http://nicolemostert.weebly.com/image-links.html&psig=AFQjCNEiPUb4fXH9uH8lhBPyVCFP7U1Ffg&ust=1444286473646686

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


“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

[email protected]

[email protected]

@GTCSKen

Discussion 1

Skills (3-18) Team Update

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?

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

A way in…

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKvvz8jc6scCFQG3FAodDBsEag&url=http://365psd.com/day/2-327/&psig=AFQjCNH7Jycv_OUxAZoiJCcZw__S5TEx_Q&ust=1441914564656545

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



Industry

Letter Writing: Communication

Skills



Survey Writing: Data Handling

Skills

Understand Self, Strengths, Networks and

Horizons



Developing Research

Skills



Developing Presentation

Skills

Developing a Partnership Approach



Making Connections across

the Curriculum



The Area School Group (ASG) Approach:Primary 7 Programme for 7 Feeder Schools




Industry



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: [email protected]

http://tinyurl.com/edscot3-18

http://tinyurl.com/ldil-skills

http://tinyurl.com/ldil-skills-plus

http://tinyurl.com/pedagoo-highlandskills

http://tinyurl.com/GLOW-Lochardil

http://tinyurl.com/highland-skillsfllw

http://tinyurl.com/the-buzz-test

mailto:[email protected]

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 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

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Thank you

Skills for Work.AHDS SLF Extra

Education

Transcript of Skills for Work.AHDS SLF Extra