Scottish overview 2011_v3
- 1. Scottish Education overview for Catalan visitors March 2011 Nick Morgan n.morgan@ltscotland.org.uk
- 3. Scotland • Population - 5.1 million • Part of UK, but Scottish Government has full responsibility for education (no UK education system) • 95% of pupils attend local state comprehensive schools • Aim for every school to be excellent (high quality and high equity)
- 4. 2,900 Schools 32 Local Authorities 53,000 Teachers 750,000 Learners Agencies Faculties of Education
- 5. Learning and Teaching Scotland c.270 staff, with a remit • Ensure that curriculum and approaches to learning and teaching, including Assessment and the use of ICT, assist young people to develop their full potential • Promote innovation, ambition and excellence • Support improvement in the quality of education • Work in partnership with Government and other stakeholders to build capacity
- 6. National agenda A ‘Smarter Scotland’ to support the Government's purpose of sustainable growth and other strategic objectives National outcomes agreed between Government and Local Authorities, such as “We are better educated, more skilled and more successful” National indicators and targets include: ‘Increase the proportion of school leavers in positive and sustained destinations’
- 7. National Outcomes for Scotland We live in a Scotland that is the most attractive place for doing business in Europe We realise our full economic potential with more and better employment opportunities for our people. We are better educated, more skilled and more successful, renowned for our research and innovation. 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 live longer, healthier lives. We have tackled the significant inequalities in Scottish society. We have improved the life chances for children, young people and families at risk.
- 8. National Outcomes for Scotland contd... We live our lives safe from crime, disorder and danger. We live in well-designed, sustainable places where we are able to access the amenities and services we need. We have strong, resilient and supportive communities where people take responsibility for their own actions and how they affect others. We value and enjoy our built and natural environment and protect it and enhance it for future generations. We take pride in a strong, fair and inclusive national identity. We reduce the local and global environmental impact of our consumption and production. Our public services are high quality, continually improving, efficient and responsive to local people’s needs.
- 9. Curriculum renewal Curriculum for Excellence is intended to • equip young people with the Skills they will need for tomorrow’s workforce • make sure that Assessment supports learning • allow more Choice to meet the needs of individual young people • to enable young people to flourish in Life
- 10. successful learners confident individuals with with •enthusiasm and motivation for learning •self respect •determination to reach high standards of achievement •a sense of physical, mental and emotional wellbeing •openness to new thinking and ideas •secure values and beliefs •ambition and able to •use literacy, communication and numeracy skills and able to •use technology for learning •relate to others and manage themselves •think creatively and independently •pursue a healthy and active lifestyle •learn independently and as part of a group •be self aware •make reasoned evaluations •develop and communicate their own beliefs •link and apply different kinds of learning in and view of the world new situations •live as independently as they can •assess risk and take informed decisions •achieve success in different areas of activity To enable all young people to become responsible citizens effective contributors with with •respect for others •an enterprising attitude •commitment to participate responsibly in •resilience political, economic, social and cultural life •self-reliance and able to and able to •develop knowledge and understanding of •communicate in different ways and in the world and Scotland’s place in it different settings •understand different beliefs and cultures •work in partnership and in teams •make informed choices and decisions •take the initiative and lead •evaluate environmental, scientific and •apply critical thinking in new contexts technological issues •create and develop Learning and Teaching •develop informed, ethical views of complex •solve problems Scotland issues
- 11. ICT policy and Glow 1997 – ICT infrastructure investment growth 1998 – ‘National Grid for Learning’ programme - Equipment, content, skills, (Learning and Teaching focus) 2000 – Consultants report on future needs 2002 – ‘Scottish Schools Digital Network’ planning starts 2001 – LTS support for Teachers – Communities of practice – Innovation: Digital Video, Computer games, Social Media – Evaluation research to track trends and benefits 2004 Procurement for ‘Glow’
- 12. Challenges include: • Multilingual schools / diversity • Literacy (PISA etc) • Science • Health and Well-Being • Quality provision and variation • Under-achievement • Leadership
- 13. Subjects • Literacy - Lower rankings; gender differences; socio- economic; variability within the country • Science - ‘Science and Engineering Action plan’ • Health and Well-Being
- 14. Quality • Self-Evaluation culture • HMIE and ‘How Good is Our School’ series • Local Authorities quality assurance • School and departmental planning • Parents
- 15. Under-achievement • Bottom 15% - ‘Closing the Gap’ • ‘More Choices, More Chances’ • ‘Schools of Ambition’, ‘20:20’, etc • Vocational education • Apprenticeships
- 16. Leadership development • Local authority planning and ‘growing’ • ‘Standard for Headship’ and SQH • Headteacher networking / Heads Together • Workforce reform: Chartered Teachers, Probationers, Faculty heads
Editor's Notes
- #11: This statement of purpose lies at the heart of the document and is intended to be a memorable and compelling reference point for teachers, parents and children. The child is at the centre of this diagram, and our aspiration for each child is represented through the four capacities which surround the child. In each case the capacity is expanded into ‘attributes’ and ‘capabilities’: it is our task to design a curriculum which will enable each child to develop these attributes and capabilities. You see here the beginning of a winnowing tool for the review of the curriculum – any activity which is not clearly directed to achieving these aims does not earn its keep and should be removed. The review document then explores the ethos and teaching and learning methodologies which will be needed if these outcomes are to be achieved (for example, ) It then moves on to define updated principles for the design of the curriculum. Many of these are familiar but the principles begin with challenge and enjoyment – fully evidence-based – and depth has greater prominence than at present.