Skills for WorkA practical approach for school leaders

25 November 2015John McIntyre Conference Centre, Edinburgh

#youngworkforce#slf2015

March Event 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.

Joan Mackay

Implementation Lead (Schools)Assistant Director, Education Scotland

Skills for Work: A practical approach for school leaders

AHDS/SLF Extra25 November 2015

change

change

skills

skills

Developing the Young Workforce

“Don’t nail down but support a broad direction of travel. Develop a sense of self with a bunch of great experiences from the early years. Develop a set of skills to apply throughout life. Not a focus on a job but focus on skills conversations.”

Source: Participant feedback, DYW Learning Event 2. [Aberdeen]

connor

partnerships

2008

A Framework for Learning and Teaching

Building the curriculum 3

2009

Skills for learning, skills for life and skills for work.

Building the curriculum 4

June 2014Education Working for All!

“ Today, in Scotland we have 53,000 young people, not in work and not in education, waking up each morning wondering if their community has any need for them”

Sir Ian Wood

November 2015

“We need to deal with youth unemployment in order to maintain the future of civil peace.”

Francois Garcon, Sorbonne University

December 2014Developing the Young Workforce

1. Schools: Work Relevant Learning from 3-182. Colleges: A Valued and Valuable Choice3. Apprenticeships: Access to Work Based

Learning for All Young People4. Employers: Their Investment in the Young

Workforce5. Equality: Developing the Talents of All Our

Young People

November 2015 • Emergence of employer led regional

group structure: 8 agreed so far; all in place by March 2016

• Guidance on school/employer partnerships

November 2015Work placements standard

– Developing and testing

Senior phase pathways:– Establishing sustainable partnerships– Foundation apprenticeships – School-college models– KPI 3

November 2015Career Education Standard 3-18

– engage children and young people in meaningful discussion about their skills development and assist them in profiling to support their career journeys.

Core skills??1. Critical thinking and problem solving2. Communication and collaboration3. Citizenship4. Digital literacy5. Student leadership and personal

development6. Teacher as researcher

Source: Unlocking a world of potential. Core skills for learning, work and society. British Council 2015

Ken Muir

CEO General Teaching Council Scotland

Professional Values and Professional Standards

SLF Extra AHDS, Edinburgh25 November 2015

Kenneth Muir, Chief Executive GTC Scotland

Scottish Education today

CfE and DYF

How Good is

Our School?

4

Teaching Scotland’s

Future

Revised Professional StandardsProfessional

UpdateProfessional

LearningScottish Attainment Challenge

National Improvement Framework

Scottish College of Educationa

l Leadership

Building the plane while flying it

• Putting the learner at the centre - personalised, customer or learner-centric

• Supporting achievement by and for all• Establishing an effective performance

framework that allows continuous review and improvement

• Reconceptualising the model of teacher professionalism (Professional Update, revised Standards, Fitness to Teach, etc)

National system alignment

Some Reflective Questions

What brought you into teaching?

What keeps you in teaching?

What kind of values system / values do these responses reflect?

“ Teaching at its core is a moral profession. Scratch a good teacher and you will find a moral purpose...”

“They (Teachers) want to make a difference in the lives of their students.” Michael Fullan

Teachers as 21st c Professionals

Teachers as 21st c Professionals

“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

Teachers as 21st c Professionals

21st century teachers

“ The most successful education systems invest in developing their teachers as reflective, accomplished and enquiring professionals who are able, not simply to teach successfully in relation to current external expectations, but who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change”.

“Teaching Scotland’s Future” 2011

“ We need action that links initial teacher preparation and continuous teacher development based on moral purpose and change agentry with the corresponding restructuring of universities and schools and their relationships. Systems don’t change by themselves. Rather , the actions of individuals and small groups...produce breakthroughs. New conceptions, once mobilised, become new paradigms. The new paradigm for teacher professionalism synthesises the forces of moral purpose and change agentry.”

Michael Fullan

Teachers as 21st c Professionals

Why do we need a new paradigm?21st c. Education: key questions

What are schools for? What should students learn (in them)? How should success in education measured? What is the role and purpose of the teacher

in a world defined by change, complexity, fluidity and uncertainty? How do we best support teachers to deliver high quality education in this ever-changing,

ever more demanding context?

Supporting the New Paradigm in 21st century Scottish Education

T Teachers leading learning in 21st c.

Teachers should be: “Increasingly expert practitioners

whose professional practice and relationships are rooted in strong values, who take responsibility for their own development and who are developing their capacity both to use and contribute to the collective understanding of the teaching and learning process.”

“Teaching Scotland’s Future” 2011

GTCS Professional Standards

Professional Skills and Abilities

Professional Knowledge and Understanding

Professional Values (social

justice, integrity, trust and respect )

and Personal

Commitment

•The Standards for Registration (mandatory, comprising the SPR and the SFR)

• The Standard for Career-long Professional Learning

• The Standards for Leadership and Management (for middle leaders and Head Teachers)

Professional Values for Teachers in Scotland

Professional Values & Personal

Commitment: social justice,

integrity, trust and respect,

professional commitment

Leadership

Learning forSustainability

These exist across all of the Professional Standards

Professional Standards and Career-Long Learning

“If Standards are to become the basis for promoting high quality professional learning, they need to be regarded as a series of signposts to guide an integrated professional learning agenda, rather than a series of discrete accomplishments to be ticked.”Timperley (2011)

Professional Update

ITE TISFR

Provisional Registration

Full Registration (General)

The Enquiring Professional

Professional Recognition

Standardsfor

Registration

Standard for Career-Long Professional Learning

Standards for Leadership and Management(Middle Leaders and HTs)

Professional Review + Devt.

Embrace sustainability, equality and justice

Recognise rights and responsibilities of learners

Commit to the principles of democracy

Value and respect diversity and learners’ rights

Promote the principles and practices of global citizenship

Engage learners in real world issues

Social Justice

Demonstrate honesty, openness, courage, wisdom

Critically examine personal and professional attitudes and beliefs

Challenge assumptions and professional practice

Critically examine the connections between personal and professional attitudes and beliefs, values and practices to effect change and improvement

Integrity

Act and behave in ways that develop a culture of trust and respect

Provide and ensure a safe and secure environment for all learners within a caring and compassionate ethos

Commit to motivate and inspire learners, acknowledging their social and economic context, individuality and specific learning needs

Trust and Respect

Engage with all aspects of professional practice

Work collegiately with enthusiasm, adaptability and

constructive criticality

Commit to lifelong enquiry, learning, professional development and leadership as core aspects of professionalism and collaborative practice

Professional Commitment

Professional Update: Purpose

The key purpose of Professional Update is:

to maintain and improve the skills and knowledge of all registered teachers as outlined in the relevant Professional Standards and to enhance the impact that they have on pupils’ learning - it links directly to the Values

The illiterate of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn and relearnAlvin Toffler 1972

Future Learners

The poorest performing schools and education systems of the 21st century will not be those who cannot change but those that cannot continuously innovate, change and improve

Future Schools andEducation Systems

Developing the Young Workforce

“To have any chance of making teaching a noble and effective profession, teachers must first combine the mantle of moral purpose with the skills of change agentry.”

Michael Fullan

GTC Scotland

ken.muir@gtcs.org.uk

Professional.Update@gtcs.org.uk

@GTCSKen

Discussion 1

Where are we now?

Knightswood Primary School

Knightswood Primary School

Thursday 26th November

Knightswood Primary School

“young people should be exposed to a wide range of career options. This can only be achieved by schools and employers systematically working together in meaningful partnership to expose young people to the opportunities available across the modern economy. “

Education Working for All! Commission for Developing Scotland’s Young Workforce Final Report

Knightswood Primary School

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.

Recommendation 13: Support for young people at risk of disengaging from education and for those who have already done so should focus on early intervention and wide ranging, sustained support. This should relate to labour market demand and should be focused on helping young people engage on the labour market relevant pathways that we have highlighted.

Recommendation 33: Career advice and work experience for young disabled people who are still at school should be prioritised and tailored to help them realise their potential and focus positively on what they can do to achieve their career aspirations.

Our steps…

EmploymentPartnershipsEqualitiesCurriculum

Partners

Recommendation 13: Support for young people at risk of disengaging from education and for those who have already done so should focus on early intervention and wide ranging, sustained support. This should relate to labour market demand and should be focused on helping young people engage on the labour market relevant pathways that we have highlighted.

Recommendation 15: Every secondary school in Scotland and its feeder primaries should be supported by at least one business in a long-term partnership.

“The importance of the school curriculum has

never been greater and yet the nature of that curriculum has never

been more complex and contested”.

Graham Donaldson, November ‘15

http://www.legoland.co.uk/Plan/education/Childrens-University/

Curriculum 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. In particular local authorities, Skills Development Scotland and employer representative organisations should work together to develop a more comprehensive standard for careers guidance which would reflect the involvement of employers and their role and input.

Recommendation 12: A focus on STEM should sit at the heart of the development of Scotland's Young Workforce.

Recommendation 26: Scotland should embed equality education across Curriculum for Excellence.

Recent Developments

School Steering Group Big Task Reform Citizenship Planners P7 Skills Development House System

Within the Career Education Standard (3-18)

•Children have an expectation that we will : “encourage diverse thinking in children and young people to consider a broader view of subject choices, career options and job opportunities.” At Knightswood we will further develop the children’s awareness of the Global opportunities and challenges by linking more formally with Malawi.•Children have an entitlement to: “develop skills for learning, life and work as an integral part of their education and to be clear how their achievements relate to these” At Knightswood we will promote and embed the skills and careers conversations (developing in P7) across all stages as part of regular planned learning conversations. Recording and profiling continuing to develop within Learning Journey jotters.•Children have an entitlement to: “develop understanding of enterprise, entrepreneurship and self employment as a career opportunity” At Knightswood we will embed through the Big tasks a culture of children planning and leading practical and real life events and opportunities for enterprise.

“A focus on preparing all young people for employment should form a core element of the implementation of Curriculum for Excellence” (Education Working for All, 2014,p22)Chef? Waiter? Health and Safety Officer? Television host? Gardener? Farmer? Retail Assistant or manger?

Our Enterprise and Employability Journey

Caskieberran Primary School

Enterprise and EmployabilityOur Journey

Caskieberran Primary SchoolSarah Cloy & Karyn Wyse

Context

Social deprivation SIMD 2012 data – Caskieberran is amongst the 17% most

employment deprived areas in Scotland High Free School Meal entitlement P1 to 3 classes capped at 18 pupils

Culture of Enterprise at Caskieberran

The publication of Career Education Standard 3-18 has validated for us the work that we have been doing for years.

Entitlements Children and young people will be entitled to: • experience a curriculum through which they learn about the world of work and job possibilities and which makes clear the strengths and skills needed to take advantage of these opportunities; • develop skills for learning, life and work as an integral part of their education and be clear about how all their achievements relate to these.

Expectations Teachers/Practitioners will: • work with a range of partners including parents/carers, employers and other practitioners to design and deliver an appropriate personalised curriculum that takes account of: − the individual needs of children and young people; and − genuinely equips them for learning, life and work in all settings including colleges and other learning providers. • develop children and young people’s understanding of the responsibilities and duties placed on employees and employers

‘Children and young people are entitled to opportunities for developing skills for learning, life and work.’ Building the Curriculum 4

Display of Knowledge

Event Campaign Business

Victorian MuseumAssembly presentationsRadiowavesGLOW blogsWW2 Film

Ceilidh Fairtrade Fashion ShowBurns SupperCoffee MorningWoods clean upPotted sportsAuthor Visits

Charity sponsored walkRight Wee BletherWoods clean upRace for Life

‘ToK ApprenticeRecipe BooksPost office in schoolEstate agentsP7 jobsSchool gardenWorld of Work WednesdaysVisit to Frankie & Benny’sCollege Workshops

Contexts for Enterprising Learning

Early Level opportunitiesBy 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 communicate with people about the different jobs they do in my community.

• I can talk about my learning, my strengths and my next steps.

First Level OpportunitiesBy 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 learn about the world of work from visits

• I can recognise the skills I have and need for work.

• I can adopt different roles when running a business.

• I believe I can succeed in any area of work.

Second Level OpportunitiesBy end of Second Level: • I can discuss the relevance of skills to the wider world and make connections between

skills and the world of work. • I can explain to others my ambitions/what I would like to do and look for ways to

achieve them/that. • I can recognise the skills I have and need for work. • I can apply my skills to get more information about jobs/careers. • I can use online tools available to me. • I own and can manage my profile and can use it to help me discuss my interests,

strengths and skills with my parents/carers and others. • I can identify people in my network who help me broaden my horizons. • I believe I can maximise my potential in any type of work. • I can identify different types of enterprise opportunities and engage in them.

• I can recognise the skills I have and need for work.

• I can identify different types of enterprise opportunities and engage in them.

• I can apply my skills to get more information about jobs/careers.

Partners in Learning

Visiting Lomond as part of Houses and Homes Project

‘Curriculum for Excellence can best be delivered through partnership working.’

Building the Curriculum 4

ToK ApprenticePresenting at business networking sessions

Support from our Business Partners helped to make the day a success.

Contacting potential

delegates

World of Work Wednesdays

Input from Social Carer, Office Manager, Forensic Scientist, Estate Agent, Royal Bank of Scotland, Lomond Homes.

Building on Success Challenges and opportunities of partnerships with

businesses. Needed to develop a programme we could sustain

without relying on specific companies.

Caskieberran Careers Day

All children and young people in Scotland have an entitlement to a curriculum which will support them in developing their values and beliefs and enable them to:> achieve the highest possible levels of literacy and numeracy and cognitive skills> develop skills for life and skills for work> develop knowledge and understanding of society, the world and Scotland’s place in it> experience challenge and successThey should be […] equipped with the skills needed for planning their future lives and careers.

Curriculum for Excellence: Building the Curriculum 3

The 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 Six Sectors of Employment identified by Fife•Guest speakers identified and approached•. . . and much, much more!

The Careers Fair

Next…

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 Six Sectors of Employment (Construction & Civil Engineering, Energy and Engineering/Manufacturing, Food and Drink, Health and Care, ICT and Technology, Tourism &Hospitality)

Link with Skills Development Scotland

This year’s Careers Day

Link with Skills Development Scotland More businesses involved More Guest Speakers

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 STEM 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. Set up a ‘parent hub’ with information about college

courses.

Conclusion

Embedded approach to Enterprise and Employability from nursery to Primary 7.

Equally important at all stages. Positive destinations for all regardless of

background and circumstance.

“The Career Education Standard recognises the journeys that children and young people make as they progress from age 3-18 and the potential and role of key influencers in these journeys. It recognises that all young people will not progress in the same way and that not all face the same challenges and will require appropriate support and interventions as required.”

Developing the Young Workforce: Career Education Standard (3-18)

Discussion 2