AimsLearning Objectives The Word - PowerPoint PPT Presentation

Title: AimsLearning Objectives The Word


1

• Aims/Learning Objectives- The Word
• Evaluation
• to update delegates on
• HMIe Good Practice Report Improving Enterprise
  in
• Education
• Current issues relating to Enterprise in
  Education
• Encouraging Excellence
• to share good enterprising practice within the
  Authority
• Enhancing Engagement
• to exchange practical ideas for business
  engagement

2
Improving Enterprise in EducationEdinburgh 29
February 2008

• Bill Geddes
• HMI National Specialist for Enterprise in
  Education

3
Improving Enterprise in EducationEdinburgh 29
February 2008

• A quick sketch
• The shape of the report
• Key features and new perspectives
• Signposts to improvement
• And in your school?
• Where next?

4
A quick sketch

• Launched 27 February 2008
• 36 centres pre-school, primary, secondary,
  special schools and community learning and
  development
• Hgios_at_EinE? ..Hgios?3 CD ROM
• Cameos and signposts to improvement
• Positive report
• Some work in progress, some new perspectives

5
The shape of the report

• Background
• Attainment and wider achievement
• Curriculum and teaching for learning
• Leadership innovation and accountability
• Looking ahead/main recommendations

6
Key features and new perspectives

• Going with the grain in education 3-18
• Its about good learning and teaching
• Enterprise and vocational education
• A different view of enterprise events
• Enterprise and excellence

7
Signpostsenterprise in education

• ..is part of centres strategies for improving
  learners experiences..
• ..builds positive attitudes, promotes innovation,
  improves achievement and attainment..
• ..builds on the design criteria for Curriculum
  for Excellence..
• ..increases the value learners place on
  vocational themes..
• ..improves leadership..
• ..increases its impact through effective
  self-evaluation.

8
and in your school?

• Enterprising learning and teachingthat which we
  call a rose by any other name would smell as
  sweet
• Key words creativity, innovation, ownership,
  real, experiential, partnership, (core) skills,
  teamwork. excellence
• BUT a clear focus on careers, vocational
  education, entrepreneurship achieving clearer
  impact on attainment and wider achievement,
  stimulating excellent learning, meeting needs

9
Where next?

• May 2008 conferences DtS and LTS lead
• Deliver.for CfE, Skills Strategy, vocational
  education, entrepreneurship and careers
• Self-evaluation resource
• New inspection models

10
The 4 Strands of EiE Sharing good practice
11
How to share 1.Teachers to work in sectors
Primary, Secondary, Special 2. Three swaps -
changes of partner 3. Discuss your own and
partners good practice examples (8
minutes) 4. On the Countdown signal swap
partner
12
Enterprise and Employability for Young People

• National Performance Framework
• Skills for Scotland
• OECD Report
• HMIe- Improving Enterprise in Education
• Budget
• Reporting

13
National Performance Framework
The Governments Purpose
To focus the Government and public services on
creating a more successful country, with
opportunities for all of Scotland to flourish,
through increasing sustainable economic growth
14
15 National Outcomes
Four of these have clear links/roles for education
We realise our full economic potential with more
and better employment opportunities for our
people Our young people are successful
learners, confident individuals, effective
contributors and responsible citizens Our
children have the best start in life and are
ready to succeed We have improved the life
chances for children, young people and families
at risk
15
45 National Indicators and Targets
Four of these have clear links/roles for
education / enterprise in education
Increase proportion of school leavers in
positive and sustained destinations (FE, HE,
employment or training) Increase the
proportion of schools and pre-schools receiving
positive inspection reports Increase the
business start-up rate Increase the social
economy turnover
16
Skills for Scotland Sept 2007
Young peoples education, from the early years of
a childs life through their compulsory
education, coincides with a period of rapid
development and lays the foundations of skills
for life and work. What they learn and how they
learn have a major bearing on wider outcomes
including employability and participation in
society in later life. This Scottish Government
has emphasised the importance of enterprise
skills, science, modern languages, technology,
and Scottish history, culture and
heritage. Subject content of the curriculum is
clearly important, but focus on skills and
outcomes developed is a key emphasis of this
strategy.
17
Encouraging providers to see themselves as part
of a continuum of provision links in a chain
which helps individuals to see the relevance of
learning to them, progress in their learning and
make full and effective use of the skills they
have acquired.
Employability skills that prepare individuals for
employment rather than for a specific occupation
Vocational skills that are specific to a
particular occupation or sector.
18
Equally, employers want people with the softer,
less definable, skills that are vital for the
success of their organisation. There is no
definitive list of these, which depends on type
of job, level of responsibility and
organisational culture, but include effective
time management planning and organising
effective oral and written communication
skills the ability to solve problems being
able to undertake tasks or make submissions at
short notice the ability to work with others
to achieve common goals the ability to think
critically and creatively the ability to learn
and to continue learning the ability to take
responsibility for professional development
having the skills needed to manage, or be
managed by others
19
OECD Organisation for Economic Co-operation and
Development International experience suggests
Scotland would gain from a bolder, but also
broader approach to vocational studies in schools
than it has so far demonstrated. Vocational
Education must not be seen too narrowly in terms
of employability
20
Enterprise Budget

• 1.18 million for each of the next three years
• Audit of schools current use of budget 07/08 to
  be undertaken before a decision will be made as
  to how much DtS budget will be devolved
• Criteria to be established as to use of any
  budget that will be devolved

21
Reporting to DtS

• Still unclear will know more after regional
  meeting on 17 March 08
• Likelihood that any reporting will focus on 4
  strands of DtS
• Enterprising Learning and Teaching
• Entrepreneurial Learning
• Work Based Vocational Learning
• Career Education
• Will keep you all updated as and when!!!!

22
Business Engagement

• DVD Graeme High and Cala Homes
• Business Engagement - Task
• Business Engagement made easy CPD
• Resources on our doorstep - DVD

23
Business Engagement - Task

• Work in groups consisting of both Primary and
  Secondary representatives
• Special schools work in sector groups
• Use the Cala Homes/Graeme High School partnership
  as a stimulus
• Establish how other business sectors can enhance
  the curriculum through primary to secondary
• Feedback will be reported

24
Tourism Visitor Attractions
What they do, Resources they use, How they
work marketing of their product/service,
recruitment, environmentally responsible,
training their staff, organisation structure, how
the product/service is made/delivered, career
planning, customer service, how they are
financed, their uniform..
Write down the wow factor/s about the
Cala/Graeme High example
25
Business Engagement CPD 070852 CUBE
(Connecting Up Business and Education)
5th March City Chambers (Secondary
only) 070853 Business Engagement (All staff)
training with Scottish Business in
the Community 11th March
Craigmount HS (1600 1800)
12th March Drummond HS (1500 1700)
18th March James Gillespies HS (1600 - 1800)
26
Enterprise in Education and CfE

• Real/Relevant
• Role
• Responsibility
• Reflection
• Resilience

• Principles of CfE
• Challenge/Enjoyment
• Breadth
• Relevance
• Depth
• Personalisation/Choice
• Coherence
• Progression

27
How does Enterprise fit in with the capacities of
How does Enterprise create the capacities of

• Successful Learners
• who can generate and act upon original ideas
• make imaginative and informed approached to
  problem solving
• Confident Individuals
• are skilled in planning, influencing, negotiating
  and teamwork
• are creative, flexible and resourceful in
  managing change
• Responsible Citizens
• who have experience of engaging with a wide range
  of people in society
• who develop informed ethical views of complex
  issues
• Effective Contributors
• who actively engage in school and community life
  in a positive manner
• who understand and appreciate the value of
  different occupations and their contributions to
  the economy and society

Reflection
Resilience
Responsibility
Real/Relevant
An enterprising approach on the
28
Determined to Succeed - 3 years on
Therefore it is not about teaching enterprise as
a subject per se, rather teachers deliver their
subject lessons in an enterprising way that
contextualises learning, that wherever possible
involves employers, and makes learning relevant.
Skills for Scotland September 2007
It is important to ensure that Curriculum for
Excellence provides vocational learning and the
employability skills needed for the world of work
and is the foundation for skills development
through life. Achieving parity of esteem
between academic and vocational learning,
recognising that vocational leaning is a valuable
alterative to the academic pathway and important
to all
29
May Sweeny, LTS Feb 2008
Life skills need to be placed side by side with
outcomes and experiences of the curricular areas
of Curriculum for Excellence.
Aims of Curriculum for Excellence
It is also about ensuring that pupils achieve on
a broad front, not just in terms of
examinations. It is important to ensure that
children and young people are acquiring the full
range of skills and abilities relevant to
growing, living and working in the contemporary
world.