Skills for Work.AHDS SLF Extra

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.
• 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
• 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 Extra
16 March 2016

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]

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,
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 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

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 2015
Work placements standard
– Developing and testing
Senior phase pathways:
– Establishing sustainable partnerships
– Foundation apprenticeships
– School-college models
– KPI 3

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.

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

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
Professional Update
Professional Learning
Scottish
Attainment
Challenge
National
Improvement
Framework
Scottish
College of
Educational
Leadership

• 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)

 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

“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

“ 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

 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?

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

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
& Personal
Commitment: social
justice, integrity,
trust and respect,
professional
commitment
Leadership
Learning for
Sustainability
These exist across all of the Professional Standards

“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 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.

 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

 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

 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

 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

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

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
purpose with the skills of change agentry.”
Michael Fullan

ken.muir@gtcs.org.uk
Professional.Update@gtcs.org.uk
@GTCSKen

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
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

June 2015 Inspection Advice Note
“becoming familiar with…”

Teachers SDS
Parents Employers
Entitlements for all
learners

‘I can’
• Inform
planning
• Describe
success
• Support self
evaluation and
profiling
• Further
developed in
Progression
Framework

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

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)
• 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 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

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 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

Personality
• Personality quiz based on Myers Briggs developed in partnership with David Hodgson, creator
of the Buzz
animalme.myworldofwork.co.uk

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

Discussion Topics
1. Parents Access
2. Teacher Access
3. Communication and marketing
5 minute group discussion
Quick feedback

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
• Coffee
 Ferguslie Pre-Five Centre
• Round up and close

James Cook
Lochardil Primary School

Developing the Young Workforce:
Career Management Skills in the Primary School
A Partnership Approach

Industry
Consumer
Finance
Construction
Hospitality

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
Consumer
STEM
FinanceConstruction
Hospitality

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

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 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

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 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.

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 Apprentice
Presenting at business networking sessions
Support from our Business Partners helped to make the day a success.

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 success
They should be […] equipped with the skills needed for planning their future
lives and careers.
Curriculum for Excellence: Building the Curriculum 3

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

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)

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 diversity of individuals
We remove any barriers they have to
learning

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

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.

Round up and close
Please share your thoughts about today’s event
using Survey Monkey
https://www.surveymonkey.co.uk/r/
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Editor's Notes