Group 2b

1. Group 2b Partners Learner at the Centre

2. Group 2b Possible barriers/issues Shared awareness and basic understanding leading to shared values and ethos Varying pedagogical approaches Practitioner skills issues, different ways of working different cultures Shared priorities Timetabling being the focus Existing structures Focus at present on vertical progression (3-18 progression – lateral and vertical progression) Lateral transitions Lack of interdisciplinary learning – links across learning Quality assurance particularly across organisations Monitoring across transitions Responsibility and accountability Exaggeration of inequalities

3. Create learning communities • Bring people together at all levels. • High level strategic partnerships • Engagement between partners at local level • Quality assurance and improvement particularly across organisations including monitoring across transitions • Contribution of HMIE - take advantage of unique position - overview. Support cultural change • Provide leadership - Shared leadership – champions with credibility and authority • Play to the strengths of partners’ varying pedagogical approaches. • Provide professional development • Professional development activity to raise awareness of differing cultures. • Articulate key core messages around partnerships and CfE within organisations. Identify practitioner skills issues and provide relevant support. Eg. Joint activity with partners, professional discussion around different ways of working, different cultures. • Joint planning and delivery

4. Communicate opportunities – lateral progression • Communicating opportunities introducing lateral progression transitions – • Starting with existing good practice - colleges • Recognising and take advantage of links across learning-planning and delivery • Engaging parents and learners • Strengthening individual learning planning, broadening learning, IAG. • Equality • Ensure exaggeration of inequalities is not a result of recognising wider achievements • Equity of access taking needs of individuals. • Breaking down barriers • Recognising duty of care.

5. Group 2b Possible barriers/issues Shared awareness and basic understanding leading to shared values and ethos Varying pedagogical approaches Practitioner skills issues, different ways of working different cultures Shared priorities Timetabling being the focus Existing structures Focus at present on vertical progression (3-18 progression – lateral and vertical progression) Lateral transitions Lack of interdisciplinary learning – links across learning Quality assurance particularly across organisations Monitoring across transitions Responsibility and accountability Exaggeration of inequalities

6. Creating learning communities • Professional development • Provide leadership • Communicating opportunities • Equality

7. Group 2b • Possible strategies • Bringing people together at all levels, particularly local community. High level strategic partnerships replicated across community level planning partnerships, engagement between partners at local level • Professional development activity to raise awareness of differing cultures within organisations. Play to the strengths of varying pedagogical approaches, prepare learners. Key core messages re CfE within organisations supporting partnership. Practitioner skills issues, different ways of working different cultures • Shared leadership – champions – needs credibility , authority • Contribution of Role of HMIE, take advantage of unique position, overview. Support cultural change • Strengthening individual learning planning, broadening learning, IAG, engagement of parents. • Communicating opportunities introducing lateral progression transitions - starting with existing good practice. Recognising and taking advantage of links across learning • Quality assurance particularly across organisations including Monitoring across transitions – consider Responsibility and accountability Shared priorities • Equity of access taking needs of individuals. Breaking down barriers, recognising duty of care, Exaggeration of inequalities