Recognising Achievements Beyond National Qualifications

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Recognising Achievements Beyond National
Qualifications

• The Work of the Currie Cluster in Edinburgh so
  far

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The Big Question

• What was the most significant achievement for you
  during your school years?
• Academic success?
• Success outside of the classroom/exam hall?
• A creative success?
• Sporting success?
• Personal success?
• Social success?

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Why was it significant?

• Qualifications?
• Confidence?
• Knowledge of self?
• Boost your social standing?
• Ego?
• Helped others?
• Spurred on to greater success?
• Proved people wrong?
• Prepared you for later life?

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A shocking revelation

• Academic success is not the only kind of success
  that benefits our pupils and prepares them for
  future success and happiness.

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The Catchiest Job Title in the World

• Principal Teacher of Support for Pupils
  (ACHIEVEMENT)

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Formal Recognition of Wider Achievement in
Currie, Edinburgh (add bit about Currie and our
WAG group)
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The National Project

• Part of the wider Curriculum for Excellence
  programme
• how greater recognition can be given to young
  peoples achievements beyond formal
  qualifications.
• to develop guidance and support for
  authorities, schools and other education
  providers in providing opportunities for
  achievements of all kinds and in helping young
  people gain valuable recognition for them.

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A Curriculum for Excellence

• Successful Learners
• Confident Individuals
• Effective Contributors
• Responsible Citizens

How do we provide opportunities to develop
these qualities?
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CfE gt Wider Achievement?

• How do we recognise achievement?
• Which achievements should be recognised and why?
• Who should be involved in recognising
  achievement? How do we involve the wider
  community?
• How can we make the process valuable and
  worthwhile, ensuring that pupils are reflecting
  upon their achievements and taking responsibility
  for them?
• How do we ensure any achievements recorded are
  genuine and supported by evidence?
• How do we ensure pupils are provided with a
  passport to future success via this process of
  reflection?

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We dont have all the answers but were working
together as a cluster to find them.
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Factors influencing the work of the Currie WAG

• Need for time to discuss ideas and share good
  practice.
• Wider achievement and experiences can be as
  valuable as formal qualifications.
• Focus in schools learning and reflection, not
  activities.

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Factors

• Need for sense of ownership for learners in
  regards to the activities in which they are
  engaged ideas should develop from talking with,
  and be aimed at supporting, young people.
• Need to include as many organisations from within
  community as possible.
• Common understanding and language across wider
  learning communities. Need to develop a
  commonality of purpose and focus in regards to
  recognising achievement in a wider sense.

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So what have we actually done?

• Reflection on current good practice Achievers
  Board, Peer Supporter System, PSE self-profiling
  me, Head, QIOs.
• CfE documents.
• Scoping Paper and Presentation.
• Presentation to staff headhunting non-CCHS.
• Group formed Teachers from all schools, Pupils,
  Parents, Community staff, Heriot-Watt.

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also

• Timeline devised and approved.
• Pupil focus groups created.
• Initial audit tool devised and distributed how
  well do we currently promote and recognise wider
  achievement?
• (HGIOS 1-6 qualitative and quantitative
  information)
• To follow Evaluation and Collation of feedback
  doc for all on website.

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Next Steps

• Consultation gatekeepers, staff, parents,
  pupils what should pupils experience? What
  should be recognised?
• Action Research!
• Enhancing of current practice trialling of new
  forms of formal recognition e.g. ACFE profile
  developed from 3-18?
• Feedback reflection.
• Continuing to develop better practice and
  consistency of practice within cluster.

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Most Important

• Its all about the experiences and not the
  documentation of the project.

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How can we best provide valuable experiences for
our pupils beyond those granted by National
Qualifications?
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How can we encourage and support pupils to enable
them to develop into the CfE ideal and
effectively prepare them for later life?
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Probable Directions

• CfE-themed personal profiling in PSE, reflecting
  on genuine achievements of all kinds.
• Use of Studywiz and Picasso as profiling tools
  valuable experience for pupils?
• Pupil-owned Achievers Board and website
  effective approach?
• Formalised training system and certification
  programme for Peer Support, Buddying, Coaching

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The start of the journey
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