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Skills for Work
A practical approach for school leaders
16 March 2016
Park 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.
•...
Morning session
• Welcome – Robert Hair
• Keynotes
 Joan Mackay, Education Scotland
 Ken Muir, General Teaching Council ...
Joan Mackay
Implementation Lead (Schools)
Assistant Director, Education
Scotland
Skills for Work: A practical
approach for school
leaders
AHDS/SLF Extra
16 March 2016
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 t...
connor
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 2014
Education Working for All!
“ Today, in Scotland we have 53,000 young
people, not in work and not in education,
w...
November 2015
“We need to deal with youth unemployment
in order to maintain the future of civil peace.”
Francois Garcon, S...
December 2014
Developing the Young Workforce
1. Schools: Work Relevant Learning from 3-18
2. Colleges: A Valued and Valuab...
November 2015
• Emergence of employer led regional group
structure: 8 agreed so far; all in place by
March 2016
• Guidance...
November 2015
Work placements standard
– Developing and testing
Senior phase pathways:
– Establishing sustainable partners...
November 2015
Career Education Standard 3-18
– engage children and young people in
meaningful discussion about their skill...
Core skills??
1. Critical thinking and problem solving
2. Communication and collaboration
3. Citizenship
4. Digital litera...
Ken Muir
CEO General Teaching
Council Scotland
SLF Extra AHDS, Kilmarnock
16 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
Standards
P...
• Putting the learner at the centre -
personalised, customer or learner-centric
• Supporting achievement by and for all
• ...
 What brought you into teaching?
 What keeps you in teaching?
 What kind of values system / values do these
responses r...
“ Teaching at its core
is a moral profession.
Scratch a good
teacher and you will
find a moral
purpose...”
“They (Teachers...
“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 effec...
“ The most successful education systems
invest in developing their teachers as
reflective, accomplished and enquiring
prof...
“ We need action that links initial teacher
preparation and continuous teacher development
based on moral purpose and chan...
 What are schools for?
 What should students learn (in them)?
 How should success in education measured?
 What is the ...
Teachers should be:
“Increasingly expert practitioners
whose professional practice and
relationships are rooted in strong
...
Professional Skills and Abilities
Professional
Knowledge and
Understanding
Professional Values
(social justice,
integrity,...
Professional Values
& Personal
Commitment: social
justice, integrity,
trust and respect,
professional
commitment
Leadershi...
“If Standards are to become the basis
for promoting high quality
professional learning, they need to be
regarded as a seri...
Professional Update
ITE TIS
FR
Provisional
Registration
Full
Registration
(General)
The Enquiring Professional
Professiona...
 Embrace sustainability, equality and justice
 Recognise rights and responsibilities of learners
 Commit to the princip...
 Demonstrate honesty, openness, courage, wisdom
 Critically examine personal and professional
attitudes and beliefs
 Ch...
 Act and behave in ways that develop a culture of
trust and respect
 Provide and ensure a safe and
secure environment fo...
 Engage with all aspects of professional practice
 Work collegiately with enthusiasm, adaptability and
constructive crit...
The key purpose of Professional Update is:
to maintain and improve the skills and
knowledge of all registered teachers as
...
Future Learners
Future Schools and
Education Systems
“To have any chance of making teaching a noble and effective
profession, teachers must first combine the mantle of moral
p...
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:
Entitleme...
EARLY FIRST SECOND THIRD FOURTH
In everyday activity
and play, I explore
and make
choices to
develop my
learning and
inter...
June 2015 Inspection Advice Note
“becoming familiar with…”
2
Teachers SDS
Parents Employers
Entitlements for all
learners
‘I can’
• Inform
planning
• Describe
success
• Support self
evaluation and
profiling
• Further
developed in
Progression
Fr...
Progression
framework
Flexible resource
ACTION – Directs you to the
relevant part of the standard
CONSIDER – Suggests
aspects to think about or
...
A way in…
Discussion 2
Skills Development Scotland
Derek Hawthorne
My World of
Work
Younger Offer
16/03/16
Background
• Curriculum for Excellence
• BtC4 - Skills for Learning, Life and work
• Developing Young Workforce (DYW)
• Ca...
Old website
• 600,000+ registered users
• 250,000 users per month
• Useful & relevant content but ...
not easy to find
• S...
New website
• Works across all devices
• Increased personalisation
• More intuitive
• Streamlined functionality
DYW on MyW...
Digital Solution for Primary
• Approach
– Targeted tools and resources for P5 – P7 pupils
– Delivered by teachers, accesse...
Mapping to CES
The following were identified as the “I Can Statements” that are required:
I can statement Area of Product
...
I
can...
Personality
Profile
Skills
StrengthsInterests
Networking
Enterprise
Draft Structure
Modular
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 a...
Personality
• Personality quiz based on Myers Briggs developed in partnership with David Hodgson, creator
of the Buzz
anim...
Skills
Interests
Teacher Account
Forward Plan
Early
Offer
• Available May ‘16
• Testing and Feedback
Full
Product
• Revisions incorporated Aug ‘16
• Availa...
Discussion Topics
1. Parents Access
2. Teacher Access
3. Communication and marketing
5 minute group discussion
Quick feedb...
Skills for Work
A practical approach for school leaders
16 March 2016
Park Hotel, Kilmarnock
#youngworkforce
#slf2015
Afternoon session
• Schools sharing practice
 Lochardil Primary/Millburn ASG School
 Caskieberran Primary School
• Round...
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
Consumer
Fi...
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 Part...
Developing the Young Workforce:
Career Management Skills in the Primary School
A Partnership Approach
Developing
Research
...
Developing the Young Workforce:
Career Management Skills in the Primary School
A Partnership Approach
Developing
Presentat...
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 Partner...
Making
Connections
across the
Curriculum
Developing the Young Workforce:
Career Management Skills in the Primary School
A ...
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 Mana...
Developing the Young Workforce:
Career Management Skills in the Primary School
A Partnership Approach
Industry
Consumer
ST...
Developing the Young Workforce:
Career Management Skills in the Primary School
A Partnership Approach
Lochardil Primary Sc...
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...
Culture of Enterprise at Caskieberran
The publication of Career Education Standard 3-18 has validated for us the work that...
Display of
Knowledge
Event Campaign Business
 Victorian Museum
Assembly
presentations
Radiowaves
GLOW blogs
WW2 Film
...
Early Level opportunities
By end of Early Level:
• I can communicate with people about the different jobs they do in my
co...
I can role play different job roles.
I can develop ideas and
take part in projects to
make things.
I can discuss some of t...
First Level Opportunities
By end of First Level:
 • I can describe different jobs in my community and some of the skills
...
I can describe different jobs
in my community and some
of the skills needed for
these.
I can learn about
the world of work...
Second Level Opportunities
By end of Second Level:
 • I can discuss the relevance of skills to the wider world and make
c...
I can discuss the relevance of skills to the wider
world and make connections between skills and
the world of work.
I can ...
Partners in Learning
Visiting Lomond as part of
Houses and Homes Project
‘Curriculum for Excellence can best be delivered
...
ToK Apprentice
Presenting at business networking sessions
Support from our Business Partners helped to make the day a succ...
World of Work Wednesdays
 Input from Social Carer, Office Manager, Forensic Scientist,
Estate Agent, Royal Bank of Scotla...
Caskieberran Careers Day
All children and young people in Scotland have an entitlement to a
curriculum which will support ...
The Careers Fair
The Process
•Form an Events Management Company
•Create a company name and identity
•Pupils identify and prioritise tasks
•...
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...
Impact
 Increased awareness of industries, businesses and jobs
available in Fife.
 Increased understanding of pathways t...
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 Ente...
Conclusion
 Embedded approach to Enterprise and Employability from
nursery to Primary 7.
 Equally important at all stage...
Discussion 3
Ferguslie Pre-Five Centre
Skills for Learning, Life and Work in the Early Years
Deep Play
Deep Learning
Deep Understanding
Application of Knowledge
We recognise that children learn in
different ways: through seeing, hearing,
touch, doing and moving
We value the diversit...
We develop motivation and engagement
We develop transferable skills
We develop higher order thinking skills
We develop lit...
At Ferguslie Pre-five Centre our children have a natural curiosity
about the world around them. Through a variety of play ...
Discussion 4
Round up and close
Please share your thoughts about today’s event
using Survey Monkey
https://www.surveymonkey.co.uk/r/
YM...
Thank you
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
Skills for Work.AHDS SLF Extra
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Skills for Work.AHDS SLF Extra

  1. 1. Skills for Work A practical approach for school leaders 16 March 2016 Park Hotel, Kilmarnock #youngworkforce
  2. 2. 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.
  3. 3. 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
  4. 4. Joan Mackay Implementation Lead (Schools) Assistant Director, Education Scotland
  5. 5. Skills for Work: A practical approach for school leaders AHDS/SLF Extra 16 March 2016
  6. 6. skills
  7. 7. Developing the Young Workforce
  8. 8. “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]
  9. 9. connor
  10. 10. 2008 A Framework for Learning and Teaching Building the curriculum 3
  11. 11. 2009 Skills for learning, skills for life and skills for work. Building the curriculum 4
  12. 12. June 2014 Education 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
  13. 13. November 2015 “We need to deal with youth unemployment in order to maintain the future of civil peace.” Francois Garcon, Sorbonne University
  14. 14. December 2014 Developing the Young Workforce 1. Schools: Work Relevant Learning from 3-18 2. Colleges: A Valued and Valuable Choice 3. Apprenticeships: Access to Work Based Learning for All Young People 4. Employers: Their Investment in the Young Workforce 5. Equality: Developing the Talents of All Our Young People
  15. 15. November 2015 • Emergence of employer led regional group structure: 8 agreed so far; all in place by March 2016 • Guidance on school/employer partnerships
  16. 16. November 2015 Work placements standard – Developing and testing Senior phase pathways: – Establishing sustainable partnerships – Foundation apprenticeships – School-college models – KPI 3
  17. 17. November 2015 Career 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.
  18. 18. Core skills?? 1. Critical thinking and problem solving 2. Communication and collaboration 3. Citizenship 4. Digital literacy 5. Student leadership and personal development 6. Teacher as researcher Source: Unlocking a world of potential. Core skills for learning, work and society. British Council 2015
  19. 19. Ken Muir CEO General Teaching Council Scotland
  20. 20. SLF Extra AHDS, Kilmarnock 16 March 2016 Kenneth Muir, Chief Executive GTC Scotland
  21. 21. Scottish Education today CfE and DYF How Good is Our School? 4 Teaching Scotland’s Future Revised Professional Standards Professional Update Professional Learning Scottish Attainment Challenge National Improvement Framework Scottish College of Educational Leadership
  22. 22. • 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)
  23. 23.  What brought you into teaching?  What keeps you in teaching?  What kind of values system / values do these responses reflect?
  24. 24. “ 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
  25. 25. “Education is the key to success in life, and teachers make a lasting impact in the lives of their students.” Solomon Ortiz
  26. 26. “ 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
  27. 27. “ 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
  28. 28. “ 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
  29. 29.  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?
  30. 30. 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
  31. 31. 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)
  32. 32. Professional Values & Personal Commitment: social justice, integrity, trust and respect, professional commitment Leadership Learning for Sustainability These exist across all of the Professional Standards
  33. 33. “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)
  34. 34. Professional Update ITE TIS FR Provisional Registration Full Registration (General) The Enquiring Professional Professional Recognition Standards for Registration Standard for Career-Long Professional Learning Standards for Leadership and Management (Middle Leaders and HTs) Professional Review + Devt.
  35. 35.  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
  36. 36.  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
  37. 37.  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
  38. 38.  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
  39. 39. 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
  40. 40. Future Learners
  41. 41. Future Schools and Education Systems
  42. 42. “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
  43. 43. ken.muir@gtcs.org.uk Professional.Update@gtcs.org.uk @GTCSKen
  44. 44. Discussion 1
  45. 45. Skills (3-18) Team Update
  46. 46. Developing the Young Workforce
  47. 47. 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
  48. 48. 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 learning HWB 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
  49. 49. June 2015 Inspection Advice Note “becoming familiar with…”
  50. 50. 2
  51. 51. Teachers SDS Parents Employers Entitlements for all learners
  52. 52. ‘I can’ • Inform planning • Describe success • Support self evaluation and profiling • Further developed in Progression Framework
  53. 53. Progression framework
  54. 54. 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/car eerseducation/index.asp
  55. 55. A way in…
  56. 56. Discussion 2
  57. 57. Skills Development Scotland Derek Hawthorne
  58. 58. My World of Work Younger Offer 16/03/16
  59. 59. 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
  60. 60. 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
  61. 61. New website • Works across all devices • Increased personalisation • More intuitive • Streamlined functionality DYW on MyWoW • Subject choices • About Me • Account area
  62. 62. 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
  63. 63. Mapping to CES The following were identified as the “I Can Statements” that are required: I can statement Area of Product I 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 Personality Profile 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 Skills Profile 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 Profile Skills Strengths Interests 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
  64. 64. I can... Personality Profile Skills StrengthsInterests Networking Enterprise
  65. 65. Draft Structure Modular approach which can be added to as required
  66. 66. Section purpose statement Landing page purpose statement Date modified Modified by Version The homepage should be bright and engaging, withvibrant colours, images and littletext.Users should be able tosee and understand just a fewsimpleinstructions,and feelencouraged to startusingthe tools. They should understand whytheyshould use the site,and whatthey’ll get out of it. The page should include informationto guide partners to theirarea. Parents should understand thatthere is resources for themtoo. Homepage Positioning statement Able to log in or register Able to log in or register as partner Access Strengths, Skills, Personality and Interests Signpost for parents
  67. 67. Personality • Personality quiz based on Myers Briggs developed in partnership with David Hodgson, creator of the Buzz animalme.myworldofwork.co.uk
  68. 68. Skills
  69. 69. Interests
  70. 70. Teacher Account
  71. 71. Forward Plan Early Offer • Available May ‘16 • Testing and Feedback Full Product • Revisions incorporated Aug ‘16 • Available to all schools Promotion • Academic Year 2015/16 • Further enhancements
  72. 72. Discussion Topics 1. Parents Access 2. Teacher Access 3. Communication and marketing 5 minute group discussion Quick feedback
  73. 73. Skills for Work A practical approach for school leaders 16 March 2016 Park Hotel, Kilmarnock #youngworkforce #slf2015
  74. 74. 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
  75. 75. James Cook Lochardil Primary School
  76. 76. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  77. 77. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  78. 78. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  79. 79. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  80. 80. Developing the Young Workforce: Career Management Skills in the Primary School
  81. 81. Developing the Young Workforce: Career Management Skills in the Primary School
  82. 82. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  83. 83. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  84. 84. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach Industry Consumer Finance Construction Hospitality
  85. 85. Developing the Young Workforce: Career Management Skills in the Primary School
  86. 86. 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
  87. 87. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach Developing Research Skills
  88. 88. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach Developing Presentation Skills
  89. 89. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  90. 90. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  91. 91. Developing a Partnership Approach Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  92. 92. Making Connections across the Curriculum Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  93. 93. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  94. 94. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach
  95. 95. The Area School Group (ASG) Approach: Primary 7 Programme for 7 Feeder Schools Developing the Young Workforce: Career Management Skills in the Primary School
  96. 96. Developing the Young Workforce: Career Management Skills in the Primary School A Partnership Approach Industry Consumer STEM FinanceConstruction Hospitality
  97. 97. 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
  98. 98. Our Enterprise and Employability Journey Caskieberran Primary School
  99. 99. Career Education in the Primary Sector Our Journey Caskieberran Primary School Sarah Cloy & Karyn Wyse
  100. 100. Context  Social deprivation  High levels of unemployment  High Free School Meal entitlement  P1 to 3 classes capped at 18 pupils
  101. 101. 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
  102. 102. Display of Knowledge Event Campaign Business  Victorian Museum Assembly presentations Radiowaves GLOW blogs WW2 Film  Ceilidh  Fairtrade Fashion Show Burns Supper Coffee Morning Woods clean up Potted sports Author Visits Charity sponsored walk Right Wee Blether Woods clean up Race for Life ‘ToK Apprentice Recipe Books Post office in school Estate agents P7 jobs School garden World of Work Wednesdays Visit to Frankie & Benny’s College Workshops Contexts for Enterprising Learning
  103. 103. 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.
  104. 104. 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.
  105. 105. 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.
  106. 106. 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.
  107. 107. Second Level Opportunities By 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.
  108. 108. 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.
  109. 109. 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
  110. 110. ToK Apprentice Presenting at business networking sessions Support from our Business Partners helped to make the day a success.
  111. 111. 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.
  112. 112. 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 success They should be […] equipped with the skills needed for planning their future lives and careers. Curriculum for Excellence: Building the Curriculum 3
  113. 113. The Careers Fair
  114. 114. 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!
  115. 115. Careers Day 2016  Links to STEAM  Skills Development Scotland interactive workshop  Babcock Engineering workshop
  116. 116. After Careers Day…  Feedback  Visits to businesses  Link with College  Impact on parents
  117. 117. 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
  118. 118. 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
  119. 119. Purpose and impact from Pupil’s Perspective
  120. 120. The Hub
  121. 121. The Hub
  122. 122. The High Street
  123. 123. The High Street
  124. 124. 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.
  125. 125. 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)
  126. 126. Discussion 3
  127. 127. Ferguslie Pre-Five Centre
  128. 128. Skills for Learning, Life and Work in the Early Years
  129. 129. Deep Play Deep Learning Deep Understanding Application of Knowledge
  130. 130. We recognise that children learn in different ways: through seeing, hearing, touch, doing and moving We value the diversity of individuals We remove any barriers they have to learning
  131. 131. We develop motivation and engagement We develop transferable skills We develop higher order thinking skills We develop literacy and numeracy skills We develop skills in finding information We develop skills in managing money We develop partnerships to promote skills We develop skills needed for the world of work
  132. 132. 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.
  133. 133. Discussion 4
  134. 134. Round up and close Please share your thoughts about today’s event using Survey Monkey https://www.surveymonkey.co.uk/r/ YMDVYCB
  135. 135. Thank you

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