Learning pathways 3-18 and beyond

1. Learning pathways 3-18 and beyond

3. QUISE 2012-16: Strengths • Scottish education is highly inclusive • Strong commitment across leaders and staff to improve outcomes for children and young people • Leadership is a strength • Learning experiences have continued to improve • Children and young people motivated, engaged and actively involved in their learning • More young people have wider range of learning and achievements accredited.

4. QUISE 2012-16: Key Challenges and Opportunities • Exploiting fully the flexibility of Curriculum for Excellence • Improving arrangements for assessment and tracking • Maximising the contribution of partnerships with other services, parents and the wider community • Improving further the use of self-evaluation and improvement • Growing a culture of collaboration

5. Building the Curriculum 3 (2008) All children and young people are entitled to experience: • a coherent curriculum from 3 to 18 • a broad general education, including well-planned experiences and outcomes across all the curriculum areas. This should include understanding of the world and Scotland’s place in it and understanding of the environment • a senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities • opportunities for developing skills for learning, life and work • opportunities to achieve to the highest levels they can through appropriate personal support and challenge • opportunities to move into positive and sustained destinations beyond school

6. successful learners with • enthusiasm and motivation for learning • determination to reach high standards of achievement • openness to new thinking and ideas and able to • use literacy, communication and numeracy skills • use technology for learning • think creatively and independently • learn independently and as part of a group • make reasoned evaluations • link and apply different kinds of learning in new situations confident individuals with • self respect • a sense of physical, mental and emotional wellbeing • secure values and beliefs • ambition and able to • relate to others and manage themselves • pursue a healthy and active lifestyle • be self aware • develop and communicate their own beliefs and view of the world • live as independently as they can • assess risk and take informed decisions • achieve success in different areas of activity To enable all young people to become four capacities attributes and capabilities responsible citizens with • respect for others • commitment to participate responsibly in political, economic, social and cultural life and able to • develop knowledge and understanding of the world and Scotland’s place in it • understand different beliefs and cultures • make informed choices and decisions • evaluate environmental, scientific and technological issues • develop informed, ethical views of complex issues effective contributors with • an enterprising attitude • resilience • self-reliance and able 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

7. Principles for curriculum design: • • Challenge and enjoyment • • Breadth • • Progression • • Depth • • Personalisation and choice • • Coherence • • Relevance

8. Developing the Young Workforce – what? Ensuring all children and young people access the broadest range of opportunities by: • Placing a sharper focus on skills - helping learners from 3 -18 to make the links between learning now and where they might be heading • Improving the quality of learning about the world of work and knowledge about the wide range of career options andimproving 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 work based learning for all of our young people

9. So, in your school and community: • what is your offer of a range of learning pathways for children and young people to meet individual needs and benefit wider society/economy?

10. 1. Every child and young person is entitled to experience a curriculum which is coherent from 3 to 18 2008 • smooth, well-paced progression….across transitions • planning with partners 2017 2008 Entitlement still relevant • good planning in pastoral pathways/transitions…not so good in learning pathways. • Variable data prim - sec • Ch & yp not yet experiencing curriculum as a coherent, progressive whole. • increased partnership working supporting pathway design & positive destinations • But more to do

11. 2. Every child and young person is entitled to experience a broad general education 2008 • supports ch & yp develop values, beliefs • achieve highest possible levels literacy, numeracy , cognitive skills • achieving third level outcomes and most progressing into fourth level in aspects of learning 2017 2008 Entitlement still relevant Need: • to plan innovative, dynamic and relevant experiences for ch & yp • deep learning and understanding vs content coverage • shared understanding of levels achieved (moderation) • to stress importance of S3 and related profiling experience

12. 3. Every young person is entitled to experience a senior phase where he or she can continue to develop the four capacities and also obtain qualifications 2008 • specialisation, depth and rigour • build portfolio of experiences and qualifications • development and application of skills • experiences include personal achievements, work placements 2017 2008 Entitlement still relevant • more evidence school – college collaboratives • develop collaborative planning of the senior phase offer across all providers • need a coherent 3-year phase • implement Work Placement Standard

13. 4. Every child and young person is entitled to develop skills for learning, skills for life and skills for work, with a continuous focus on literacy and numeracy and health and wellbeing 2008 • range of skills needed for life, learning and work • skills planned across the curriculum • literacy, numeracy, health and wellbeing - ROA 2017 2008 Entitlement still relevant - greater clarity given in CES and WPS. • impact of what ROA could achieve across curriculum not fully realised • significant progress with partnerships but need greater drive and commitment (with business, CLD) • CHYP not yet ‘owning’ their skills to enable them apply/make links to future pathways (and relevant quals)

14. 5. Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide 2008 • Ch & yp at centre of planning • access to support needed and removal of barriers to progress • known adult/mentor and regular opportunities for discussion of progress • shared partnership working and integration across services 2017 2008 Entitlement still relevant Need • to improve assessment and tracking for personalised guidance throughout the learner’s journey • more meaningful use of personal support approaches/time

15. 6. Every young person is entitled to support in moving into a positive and sustained destination 2008 • YP have access to the right information re pathways into and including ‘destinations’ • YP have access to right learning provision • Clarity on distinct school and LA role in supporting YP transitions 2017 2008 Entitlement still relevant - greater clarity given in CES and WPS. • Greater attention needed to learning for, and progression, into employment • More attention to addressing needs of all groups of YP in order to sustain positive outcomes/destinations • Fully implement Standards for Career Education and Work Placements

16. Making the link between the classroom and workplace can help young people to see the relevance of their learning and understand the contribution that they can make to the economy. • The more specialised experiences and outcomes at fourth curriculum level provide a good basis for qualifications in S4 onwards. This should ensure a smooth progression through the learning experience from curriculum areas into qualifications. • Those involved in curriculum planning should consider how best to meet the needs of their higher attaining young people. One approach could be to bypass lower level qualifications. Building the Curriculum 3 (2008)

17. “You are going in the right direction; there’s good leadership; there’s a strong narrative. Now we need mechanisms and structures for people to bring resources together collaboratively, to help each other so that everyone is responsible for everyone’s success – not just the success of their own local authority, or their own school, or their own child.” Andy Hargreaves quoted in GTCS magazine January 2017

18. Discussion question and interactive Q&A 1 How well does your curriculum reflect the design principles, deliver on the entitlements, and help children and young people develop the skills and attributes to which CfE aspires? What are your challenges in developing a dynamic curriculum • with learning pathways relevant for all your children and young people's futures in their community, global society and careers?

19. Where are we with the BGE? Primary curriculum (1) • schools working increasingly with stakeholders and partners • most beginning to take account of the need to develop children’s employability skills • more work to be done to ensure children experience a challenging and motivating broad general education • too much emphasis on ‘covering’ Es and Os at the expense of depth and challenge • as a result, children do not have sufficient opportunities to develop their higher-order thinking skills well enough or apply skills and knowledge in new and unfamiliar contexts Quality and improvement in Scottish education 2012-2016 (March 2017)

20. Where are we with the BGE? Primary curriculum (2) • Schools need to ensure a balance of delivery between discrete subject teaching and interdisciplinary teaching so that children’s knowledge, understanding and skills are well developed, and there is sufficient depth of learning across all areas of the curriculum. • In most primary schools, assessment is not linked closely enough to planned learning and teaching. As a result, assessment does not always provide clear enough information on children’s strengths and next steps in learning, or prompt teachers sufficiently to intervene when individuals or groups are under-achieving. Quality and improvement in Scottish education 2012-2016 (March 2017)

21. Scopefor the curriculum to be better linked to the local community/context

22. Where are we with the BGE? Secondary curriculum (1) • opportunities for interdisciplinary learning, work-based learning, creativity and personal achievements: scope for more effective planning • many schools have responded well to the challenges of designing pathways for learners through the broad general education and the senior phase, and explaining the changes to parents and learners • many schools now re-visiting the design of their S1 to S3 curriculum in the light of the experience gained of designing new senior phase programme Quality and improvement in Scottish education 2012-2016 (March 2017)

23. Where are we with the Senior Phase? Secondary curriculum (2) • main focus: development of courses in the senior phase • schools reviewing and developing their curriculum to take account of experience of delivering new NQs and the need to create greater flexibility in the senior phase to help meet the needs of all • need for particular attention to reviewing young people’s experience in S3 to provide the culmination of the broad general education, whilst also providing effective transition to the senior phase and courses leading to qualifications Quality and improvement in Scottish education 2012-2016 (March 2017)

24. Where are we with the secondary curriculum? Secondary curriculum (3) • All schools need to continue to focus on ensuring all young people have learning pathways to enable them to make the best progress. • This includes continuing to work with primary schools to build on prior learning which has taken place at the primary stages. • Some schools need to increase significantly the pace and depth of the work they were doing on developing the curriculum. Quality and improvement in Scottish education 2012-2016 (March 2017)

25. Where are we with the BGE? Employability & Skills? • increased drive to developing partnerships with families, local businesses and community learning and development organisations • more work needed to ensure that young people have a clear understanding of their own skills and their application and relevance beyond school • young people would benefit from further support in describing the skills they have gained to employers • schools now need to make better use of career-planning resources such as My World of Work

26. SQA qualifications • Skills for Work courses, National Certificates, National Progression Awards have doubled since 2013! 41483 43055 33931 27641 21 102

27. Findings from review of Career Education Standard, Work Placements Standard and school/employer guidance • Senior staff awareness of standards and guidance • Vision, planning and coordination • Allocation of senior school staff to DYW lead roles • Increased employer engagement and links with schools • SDS careers staff located in school • Establishing DYW groups/clusters • Engagement with colleges

28. Areas for development • Alignment of current activities with CES/WPS • Teaching staff use in teaching and learning activities • Increase pupil awareness • Employer awareness of guidance and WPS • Work placements – traditional and availability • Provision of vocational pathways and column choices “Most practitioners indicated that they incorporated learning about the world of work in their learning and teaching. This was not always obvious to learners.”

29. Learning pathways for all (transition) From the early years children show clear progression in literacy, numeracy & across curriculum areas and have been enabled to make connections between their learning and the world of work. They have made links between their own developing skills and those used in the workplace. From the early years they have been able to challenge barriers to future career choices such as gender bias. Their parents and carers share their aspirations and understanding of future options with them.

30. Learning pathways for all (transition) Each young person entering 1st year arrives with a sound understanding of her/his own skills and attributes, a developing awareness of the options open to them over the next six years and the choices they can make, an expectation to see through a senior phase that meets their needs and aspirations - and the anticipation of securing positive and sustainable employment.

31. Discussion question and interactive Q&A 2 How well do children and young people in your school know what pathways are on offer to them through your school and links with e.g.: • other schools (including through digital / video) • the local area and its communities • community learning and development • business and employers • colleges and universities • SDS • others? Are parents fully aware of the pathways and supportive?

32. Looking ahead… • Benchmarks (all curriculum areas) &‘QAMSO’ assessment and moderation support 3-15 • Raising Aspirations in Science Education (RAISE) • curriculum areas & sector skills • BGE senior phase pathways • 21 industry-led DYW Regional Groups • Regional curriculum planning and new Regional Improvement Collaboratives • 15-24 Learner Journey

33. Raising Aspirations in Science Education • SDELG 2006 • 33 month pilot programme with 10 authorities to support primary/BGE science and STEM. Aug 2016 to June 2019. Recruited - 12 Development Officers. • Partners – The Wood Foundation, Education Scotland, ADES, Scottish Government, SSERC. • Objective – build capacity of practitioners, engage learners, develop skills and forge key partnerships. • If pilot successful then will extend to other authorities over 5 year period from 2019 onwards. • Key development supporting new national STEM strategy. • Links to gender equality, DYW, digital, SAC, NIF, parental engagement embedded.

34. Curriculum areas & key skills sectors • Expressive arts • HWB • Languages • Num & maths • RME & RERC • Sciences • Social studies • Technologies • Early Learning & Childcare • Food & Drink • Tourism • Financial Services • Construction • Engineering • Chemical Sciences • Energy • Life Sciences • Digital technologies • Creative Industries

35. 15-24 Learner Journey Review - Overall vision To ensure that all learners are on the right route to the right job, through the right course via the right information. Taking the starting point as the learner, the SG’s vision is for a learning system which enables efficient and effective learning journeys through: • Informed decision-making by the learner • The quality, value and reach of provision on offer to learners • Straightforward, seamless efficient connections between parts of the system, including recognition of prior learning; • Equality of access to these opportunities, including suitable learner funding.

36. Learner Journey Review - Outline Stage 1 will run until Autumn 2017 and will be used to: • establish a shared and clearly communicated evidence base about current gaps and overlaps from a young person and system perspective; and suggest ideas for improving current practice, policy and strategy to address this. Stage 2 phased implementation (until 2021) of a programme of work to take forward each of the approved policy propositions.

37. Outline of the review

38. Provision, transitions & progression 15-24:Key themes being explored • Ensuring the learning offer enables all young people to progress in their learning, regardless of their abilities or intended destinations • Ensuring that young people are fully supported in making key transitions in learning • Improving knowledge, understanding and parity of existing pathways (qualifications & other experiences) • Ensuring that the design & delivery of the senior phase curriculum increases opportunity and choice • Use of data/ measuring success across sectors to improve learner journeys

39. Activity to date & next steps Engagement and evidence gathering since early 2017 Sub-groups over the summer looking at key themes Engagement & research with young people key element of this Advice being developed for Ministers, with further information on Phase 2 coming in Autumn.

40. Senior phase pathways: Taking forward CfE in the senior phase in three secondary schools education.gov.scot/improvement

44. Towards excellence and equity