Schools have made a lots of progress in recent years to provide healthier meals and help pupils to think about the food they are eating, the nutrition it provides. Learning about food is frequently joined up across the curriculum as well – so when learning about a different country they can learn about food alongside culture and history.

We want to make sure more pupils reap the benefits of learning about food as part of their education and that is why I attended the launch of the £1m Food for Thought Education Fund yesterday at Castleview primary school in Edinburgh.  The fund aims to deliver more food education for pupils in the hope that it will create some innovative approaches being taken to delivering lessons about where food comes from, the journey it makes and the contribution good food choices can make to overall health and wellbeing now and long after our children have left school.

Russell Clink from Nairns and pupils discussed the Schools Challenge that Castleview very successfully  engaged with, and Jane Wood, Chief Executive from Scottish Business in the Community talked about how the fund will help businesses, and other food related organisations to link with schools to enhance food education with skills for learning life and work.  These pupils are of course the next generation of workers and we want to make sure they are equipped with the skills and knowledge they need to successfully contribute to Scotland’s future economy.

Castleview has plans to create a kitchen garden close to their school and I was heartened to hear the pupils talking enthusiastically about gardening skills and learning about food, showing more depth than just knowing five portions of fruit and veg a day is good for us.  This illustrates the point that if we make lessons fun, pupils are more likely to want to be involved.

Nick Lyth, International Resources and Recycling Institute, partner with school on Resources for Life talked about how they are working with the school to engage the community to extend learning about food to outwith school.  There seems to be a real desire among the wider community to support pupils learning and this can only be a good thing as it means that their knowledge and skills are reinforced even after they leave the classroom at the end of the school day.

I am delighted to see schools and industry being given more opportunity to work together to enhance our children’s learning about food through Curriculum for Excellence.  This fund will make it easier for teachers and industry partners to bring food education to life and it is vital that we find creative and exciting ways of teaching children about the importance of food education to their overall health and wellbeing if we are to change the way we view food and achieve a Healthier Scotland for all.

Dr Alasdair Allan

Minister for Learning, Science and Scotland’s Languages

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‘By prevailing over all obstacles and distractions, one may unfailingly arrive at his chosen goal or destination.’

Christopher Columbus

In this post, I’ll be looking at the first measure on the Senior Phase Benchmarking Tool. It’s about what’s happened to pupils after they’ve left school, and its aim is to encourage schools to make good use of  evidence to ensure that pupils  go on to positive destinations.

What is this measure all about? 

The measure on the dashboard allows schools to compare their leavers’ destinations with their virtual comparator, their local authority and Scotland as a whole. As with all measures on the dashboard, users will be able to adopt a series of ‘filters’ to really ‘home in’ on their pupils’ destinations. For instance, we can look at the destinations of the boys and the girls, at the age of leaving, by ethnicity or a variety of others.

Why is this important? 

Considering the destinations of our leavers is a vital part of ensuring that CfE is a success in our schools. The current STACs do not consider this aspect at all and so the new tool is a considerable step forward.

The measure will currently focus on initial destinations .  We are developing links with Skills Development Scotland’s data hub and over time the tool will provide more information on longer term destinations.

How could we use this measure in our schools?

The new tool will be all about professional reflection. The tool will be vital in allowing users to ask themselves key questions and then to ‘take a closer look.’

Some questions we might ask about our leavers’ destinations could be:

• Are our destinations positive for all categories? For our boys / our girls? For our pupils from ethnic minority backgrounds? For our Looked After Children?
• How about in the past three years? Is there a trend? Is it a good one?
• Are there any trends which worry us a little?
• How do we compare with our virtual comparator and why might we be different?
• How is our curriculum actively helping us to deliver positive destinations for our pupils?

How can you help me?

Please let me know:

• How do you currently use data on leaver’s destinations in your class, your department or faculty, your school?
• How could the tool help to improve your analysis of this key aspect, as our pupils are prepared to move on to the next stage of their lives?

Link to Senior Phase Benchmarking Website

Colin Sutherland 

Professional Advisor 

Senior Phase Benchmarking Project

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Today marks the successful completion of a major programme of work designed to help support the on-going development of the new curriculum in schools as our team in Education Scotland published the latest tranche of materials to support the new National Qualifications. As of yesterday, all of these materials are now available on Glow.

Providing these support materials means teachers have an opportunity to see some good examples of how courses can be shaped and delivered. They provide some examples of materials which teachers can use directly in building their own courses, but we will also continue to encourage and champion the development of practitioners own teaching materials and the sharing of good practice.

We have worked with hundreds of teachers in developing this material. I am confident they will become a valuable resource for many others across the country, as have many of the earlier support materials we have already published.

Local authorities and schools are already making good use of the materials we have already issued and our inspections are increasingly providing us with real-life examples of how schools are rising to the challenge of increased expectations brought about by the implementation of the new curriculum.  We will continue to work with teachers and respond to their feedback on these materials to help ensure we are delivering the best support resources possible.

As of the end of April, 95 sets of web-based course materials have been published across the full range of National 4 and National 5 qualifications.  This adds to 69 sets of advice and guidance notes which are already available as well as 77 professional focus papers, covering all subjects at National 4 and National 5.

I’m pleased to report this major milestone has been achieved on target as we continue to deliver resource materials in support of the new curriculum.

Bill Maxwell

Chief Executive of Education Scotland

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Under Curriculum for Excellence, more than 90 per cent of pupils are within or above expected reading and writing levels Learning Minister Alasdair Allan said today.  The first ever literacy results from the Scottish Survey of Literacy and Numeracy have been published; the survey assessed pupils in primary four, primary seven and second year of high school in reading, writing and listening and talking.

The Scottish Survey of Literacy and Numeracy shows: 

* More than 90 per cent of pupils at all stages are working within or above the expected level for reading

* More than 90 per cent of pupils are working within or above the expected levels for writing

* For listening and talking, more than 80 per cent of all pupils are working within or above the expected levels.

The survey comes as Curriculum for Excellence continues to improve learning in schools, with a key focus on literacy and numeracy. The Education Secretary also recently announced plans to improve attainment and close the educational gap, including partnering schools from similar backgrounds and improving school leadership.

Alasdair Allan said:

“Schools across Scotland are doing a good job and we know from recent inspection reports that they continue to improve. I am pleased that our schools are achieving and sustaining high performance in reading and writing, with more than 90 per cent performing within or above expected levels.

“Of course, we want all children to achieve their full potential and that is why we continue to focus on driving up standards. Curriculum for Excellence makes literacy the responsibility of all teachers, while pupils now focus on these key skills across learning. Teachers will also have more help at hand, as Education Scotland has published additional resources today.

“We are committed to improving literacy and breaking the link with deprivation. Although it follows historical and international trends, it is not acceptable that those in deprived areas do less well. That is why we are taking clear action, including through the Literacy Action Plan, developed with input from the Literacy Commission and Early Years initiatives, such as PlayTalkRead, to help our youngest children.

“We are also supporting five Literacy Hubs to develop and share effective approaches to raising literacy levels to help schools learn from each other. I believe this will complement Curriculum for Excellence and ensure young people leave school with the skills they need for learning, life and work.”

Background

The Scottish Survey of Literacy and Numeracy is a sample survey which monitors national performance in literacy and numeracy in alternate years. The first literacy results were published today and are available from (http://www.scotland.gov.uk/stats/bulletins/01037).

The survey results show:

• In reading:

Almost all primary four pupils (99 per cent) were working within or beyond the expected level of the curriculum, with 45 per cent performing very well, over a third performing well and over 10 per cent working within the level.

More than 90 per cent of primary seven pupils were working within or above the level, with 60 per cent performing very well, 30 per cent performing well and just under 10 per cent working within the level.

In second year of high school, more than 90 per cent were working within or above the level, with 45 per cent performing very well, around 40 per cent performing well and around 15 per cent working within the level.

• In writing:

Almost all primary four pupils (98 per cent) were working within or above the level, with almost 20 per cent performing very well or beyond, around 45 per cent performing well and around a third working within the level.

In primary seven, more than 90 per cent of pupils were working within or above the level, with over 20 per cent performing very well or beyond, around 50 per cent performing well and a quarter working within the level.

More than 90 per cent of S2 pupils were working within or above the level, with almost 20 per cent performing very well or beyond, around 45 per cent performing well and almost 30 per cent working within the level.

• In listening and talking:

More than 90 per cent of primary four pupils are working within or above expected levels, with over 10 per cent performing very well, around 40 per cent performing well and around 40 per cent working within the expected level.

Around 90 per cent of primary seven pupils are working within or above the expected levels, with 15 per cent performing very well, more than 40 per cent performing well and around a third working within the expected level.

More than 80 per cent of S2 pupils are working within or above the expected level, with more than 10 per cent performing very well, a third performing well and almost 40 per cent working within the expected level.

Education Scotland has published an online literacy resource to inform learning and teaching practice http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/ssln/resources/. Further resources based on the survey will be available in September 2013.

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The podcast for The Commission on the Delivery of Rural Education is available here.

The findings of the Commission on the Delivery of Rural Education have been broadly welcomed by the Scottish Government and COSLA .

The Commission, chaired by Sheriff David Sutherland, presented its report in Inverness on Friday 19th April 2013 and made a number of recommendations around the issues faced in delivering education in rural areas.

Watch the video here

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To me, the answer is straightforward. We live in a global society where events and issues on the other side of the world affect Scotland – and decisions we make here have an impact on other countries. That is especially true of Scotland’s relationship with the developing world.

Every day, 19,000 children under the age of five die from poverty-related conditions including preventable infectious diseases.  This horrific and preventable daily loss of life is unacceptable and inexcusable.  

I want to live in a world where millions dying from poverty is a thing of the past.

Scotland is already playing a part in helping some of the world’s poorest and most vulnerable people, with our annual £9 million International Development Fund targeting projects in some of the poorest countries in the world including Malawi, Zambia, Rwanda, Pakistan and Tanzania. However, we can and must do more.

On my visit to the West of Scotland Development Education Centre, I learned more about how the Scottish Government is supporting valuable projects with teachers and students here in Scotland, which raise awareness of issues including poverty and the effects of climate change on the developing world.  I was impressed to see how Development Education Centres not only help educate pupils and empower teachers but also work closely with schools to create innovative ways of promoting global citizenship in the classroom.

Enabling young people to develop as responsible global citizens is an integral part of Curriculum for Excellence.  We want our young people to have an understanding of Scotland and its place in the world and an ability to make informed, ethical choices on matters that will affect them now and in the future.

Humza Yousaf

Minister for External Affairs and International Development 

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As Learning Minister I am in a school most weeks and have visited schools the length and breadth of the country, as you would expect. Week in, week out, I am impressed by what I see – enthusiastic pupils, dedicated teachers, inspirational leaders and examples of learning that challenge and motivate pupils. 

Scottish education is good and, importantly, it is continuing to get better. This week alone three schools – Queen Anne High and its learning community in Dunfermline, Windsor Park School and sensory service in Falkirk and Stoneyhill Primary in Musselburgh – have received outstanding inspection reports.  This comes on top of St Margaret’s Academy in Livingston last week, bringing us to almost ten schools where inspectors have found examples of excellence since December.

First and foremost, congratulations go to the schools and those who make them so successful – the head teachers, the staff, the parents, the pupils and others who play a part in daily school life. Many schools have not been inspected under the new criteria by Education Scotland and I am sure there are plenty more examples that stand worthy comparison.

What this tells us nationally is that Curriculum for Excellence is being delivered and improving the education of our children and young people. Each of these inspection reports highlight different aspects of implementation that are ensuring that our young people develop the skills they need for learning, life and work.

We know that some of these very young people will, in the future, be doing jobs that don’t even exist at the moment.  They need knowledge but they also need to learn to solve problems, work with others and to know how to find new information.  They are our leaders of tomorrow.

The clear evidence is that inspectors are finding many great examples of learning and teaching being delivered and being delivered well. That is good news for parents, young people and Scotland’s economic future and it shows that Curriculum for Excellence will help make sure we have the employees we need for years to come.

Dr Alasdair Allan

Minister for Learning, Science and Scotland’s Languages

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“Poverty is not destiny, a key belief of Ontario educator Avis Glaze and a view I wholeheartedly share. That is why we must ensure that we continue to raise attainment while reducing the link between deprivation and poor educational attainment.  I will be announcing over the coming months how I will be tackling this long-standing problem for Scottish education. 

One area that my Attainment Group identified was the need to make better use of information to identify strengths and areas for improvement.  The Senior Phase Benchmarking Tool will help local authorities and secondary schools to analyse, compare and improve the performance of pupils in the senior phase of Curriculum for Excellence.

I am delighted that Colin Sutherland has joined us from being Headteacher of North Berwick High School to provide professional advice on developing the tool.  He will also bring a wealth of experience as a former President of School Leaders Scotland and I have asked him to work closely with local authorities, secondary schools and professional organisations in taking forward the project.

Education Scotland’s CfE website will provide information about the project and obtain feedback.  The first set of material placed on the website today includes information about the national measures which will be included in the tool.  We need to focus on outcomes as well as inputs and develop an idea of rich attainment.  That is why the measures will include post-school destinations as well as information on the qualifications which our young people achieve.

We will be providing a prototype version of the tool in the Summer to obtain user feedback prior to the launch of the tool in August 2014.  Your views will help to shape our work.”

Link To Senior Phase Benchmarking Website

Michael Russell

Cabinet Secretary for Education and Lifelong Learning

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Recently I attended a meeting to discuss the progress of the European Agency for Development in Special Needs Education (EADSNE) Vocational Education and Training (VET) project which considers key aspects of vocational education and training programmes for young people aged 14-25 with special educational needs (SEN) across Europe. Its very existence shows the value and contribution of VET to the education and employment landscape has not gone unrecognised, but there are clearly still some significant barriers to progress.

Colleagues highlighted issues around integration, inclusion and sustainability of the labour market. In Scotland, although not one of the VET programme partners, Curriculum for Excellence is seen as a success story helping young people develop knowledge, skills, and attributes for learning, life and work with credit given too to the Doran review. However,  more consistency and collaboration across schools, colleges, training bodies and employers is needed in all countries.

VET programmes are universally agreed to be a way of providing both a willing and able workforce, and the opportunity for young people to get practical experience in the workplace, giving them a foot on the employment ladder.  Successful education and training programmes can provide an opportunity to address both the cause and effect of youth unemployment – a problem rife across Europe – as well as the issue of disabled young people unable to find work through a lack of skills, lack of confidence or an underestimation of capabilities by employers.

The meeting provided an opportunity to discuss and share some findings around what is – and is not – working across Europe. I hope that Scotland’s involvement in the EADSNE can help inform policy in this area and I would be delighted to hear from others working in the field.

Sally Cavers is the Scottish National Co-ordinator for the European Agency for Development in Special Needs Education.

http://www.european-agency.org and Manager of Enquire, the Scottish advice service for additional support for learning.  http://enquire.org.uk

 Contact Sally via scavers@childreninscotland.org.uk or 0131 222 2424

Read the full account of the EADSNE meeting in the January issue of Children in Scotland magazine – available now online at http://www.childreninscotland.org.uk (members only) or to order via jdrummond@childreninscotland.org.uk

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As someone who has worked to improve the wellbeing of children and young people for a great many years I am particularly interested in the proposed Children and Young People Bill. Understanding the wellbeing outcomes which are central to the bill will be, I feel, the key to continually understanding and improving outcomes for children and young people in Scotland.

In particular in this post I would like to share a few comments with you on our GIRFEC “responsible” wellbeing outcome.

In South Ayrshire as in the rest of Scotland we all work within our schools to support children and young people develop into responsible citizens. As Chief Executive of South Ayrshire Council and member of SOLACE, and the Young Scot and Girfec Boards I am acutely aware of the many young people who are actively participating and involved in their schools, youth groups and communities. Indeed in South Ayrshire we have members of the Youth Council sit on our Community Planning Board and on our Licensing Committee, and I know there are similar examples from all over Scotland.

However supporting children to become responsible is not only for our teachers and youth workers, it is the job of all adults to encourage our children to have a voice and to feel that their views matter. Our health visitors, nursery, early years and preschool colleagues and of course parents, encourage children to play and work together, to respect other children’s belongings, to show compassion to others particularly when they are upset and to take a degree of responsibility when they have behaved badly.

All qualities I would suggest children require to become responsible young people and adults. These are not always readily measurable but are crucially important to a child’s wellbeing.

Let me know what you think.

David Anderson
Chief Executive, South Ayrshire Council

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