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How BTC 4 will have an impact and what we as teachers need to consider.

How BTC 4 will have an impact and what we as teachers need to consider.

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  • 1. curriculum for excellence building the curriculum 4 skills for learning, skills for life and skills for work
  • 2.
    • … replacing the concepts of academic and vocational learning with that of an appropriate education for all (HMIe)
    • … a skilled and educated workforce is essential to productivity and sustainable economic growth ( Skills for Scotland)
  • 3.
    • Young generally fare badly because outside labour market trying to get in
      • Employers cut back on recruitment
      • Employees sit tight leading to many fewer turnover vacancies
    • Young people suffer most damage from unemployment
      • Increases probability of future unemployment
      • Reduces long-term earning power
    • Long-standing concerns about ‘lost generation’ in labour market terms
      • Big issue in 1930s
      • Again in late 1970s/early 1980s
    YOUNG PEOPLE AND RECESSIONS
  • 4.  
  • 5. Size of youth cohort, 2008
  • 6.  
  • 7.
    • What skills are we talking about?
    • Across learning:
    • Literacy, numeracy, thinking skills and health and
    • well being.
    • Personal learning planning and Career management
    • Working with others
    • Leadership
    • Physical coordination and movement
    • Enterprise and employability
  • 8. > recognising need and opportunity and influencing and negotiating with others to take ideas forward > evaluating risk to inform decision making > taking the initiative, working with and leading others > being creative, flexible and resourceful with a positive attitude to change > self awareness, optimism and having an open mindset > having a modern world view and showing resilience, adaptability and a determination to succeed > discussing, setting and meeting roles and expectations within a working environment Enterprise and employability skills embrace:
  • 9. Key Messages Skills developed across all aspects of curriculum Inclusive of all young people 3-18-appropriate to their needs Active, practical, enterprising learning Inter-disciplinary tasks Awareness of and understanding of the value of skill development – assessment process crucial Progression – signposted through experiences and outcomes and into the Senior Phase
  • 10. Key Messages PARTNERSHIPS HMIe: “Working in partnership with others is a fundamental way for educational establishments and services to help practitioners to act in ways that make positive differences for children, young people and adult learners”
  • 11. Reflective Question How do you demonstrate and model the range of skills which children and young people need to develop to thrive in a modern society and economy?
  • 12. A broad general education 3 to 15
    • Every child and young person in Scotland is entitled to experience a broad general education .
    • This broad general education takes place from the early years to the end of S3.
    • It is represented by learning across all of the experiences and outcomes to the third curriculum level together with those selected for study at the fourth, as far as is consistent with each child or young person’s needs.
    • ‘ Not expected that qualifications will feature at this stage’
    • Providing a strong platform for later learning and qualifications
  • 13. Emerging ideas to implement the broad general education 2 nd Level P5-P7 3 rd Level S1 3 rd /4 th Level S2 4 th Level S3 5 th to 7 th Levels S4 to S6 Post School 2 nd Level P5-P7 3 rd Level S1 3 rd /4 th Level S2-S3 5 th to 7 th Levels S4 to S6 Post School Transition Year Transition Year S3 Statement? Senior Phase 2 nd Level P5-P7 5 th to 7 th Levels S4 to S6 Post School Transition Year 3 rd /4 th Level S1-S3
  • 14. Senior Phase – The Entitlements
    • Discussion Document published September ’09 –
    • (Available on CfE Website)
    • All young people can expect a coherent curriculum with the
    • opportunity to:
    • obtain qualifications
    • continue to develop within the four capacities
    • develop skills for learning, skills for life and skills for work
    • continue to develop literacy, numeracy and health and wellbeing
    • receive personal support and
    • support in moving into positive and sustained destinations
  • 15. Reflective Question What opportunities do your learners have to engage with the world of work including with employers and entrepreneurs? How do you relate this to their future learning and career options?