Learning & Teaching Scotland – Annual Plan 2011-12
1. Core Remit
2. National Outcomes
3. Key Deliverables
4. Supporting Activity
5. Action Plan
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Learning & Teaching Scotland – Our Core Remit
Learning and Teaching Scotland’s central purpose as a modern and effective public body is to ensure that everything it does contributes to the Scottish
Government’s National Purpose of creating a more successful country with opportunities for all to flourish through sustainable economic growth. Our core
remit is aligned to this purpose through the delivery of the Annual Business Plan 2011/12 and will contribute to National Outcomes on that basis.
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Learning & Teaching Scotland – National Outcomes
Learning and Teaching Scotland aims to assist in the delivery of a Smarter Scotland through all 15 National Outcomes. LTS’s priority National Outcomes
include both those to which it works directly, and those which it supports partner organisations to take forward:
NO 1: We live in a Scotland that is the most attractive place for doing business in Europe.
NO 2: We realise our full economic potential with more and better employment opportunities for our people.
NO 3: We are better educated, more skilled and more successful, renowned for our research and innovation.
NO 4: Our young people are successful learners, confident individuals, effective contributors and responsible citizens.
NO 5: Our children have the best start in life and are ready to succeed.
NO 6: We live longer, healthier lives.
NO 7: We have tackled the significant inequalities in Scottish society.
NO 8: We have improved the life chances for children, young people and families at risk.
NO 11: We have strong, resilient and supportive communities where people take responsibility for their own actions and
how they affect others.
NO 13: We take pride in a strong, fair and inclusive national identity.
NO 14: We reduce the local and global environmental impact of our consumption and production.
NO 15: Our public services are high quality, continually improving, efficient and responsive to local people’s needs.
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Learning & Teaching Scotland – Key Deliverables 2011-12
1:
Provide leadership and direction, working in close partnership with others, in support of the implementation of Curriculum
for Excellence.
2:
Provide leadership and direction in support of the implementation of the Early Years Framework.
3:
Provide leadership and direction in ensuring that our children and young people are able to play their part in society and
understand Scotland’s role within the wider world.
4:
Provide leadership and direction to ensure assessment follows and reinforces the curriculum and promotes high quality
learning and teaching.
5:
Work in partnership with others to implement the Donaldson Review of teacher education and support practitioners in the
development of career-long CPD.
6:
Work in partnership with others to support leadership development within education and the wider public sector.
7:
Provide leadership, direction and support for current and emerging use of technology within the education community.
8:
Provide a lead role in CLD policy implementation and practice development.
9:
Define, develop and implement communication strategies, within LTS and with partners, to support the key deliverables
and utilise a matrix of channels to reach a complex mix of stakeholders.
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Learning & Teaching Scotland – activity supporting Core Remit – 2011-12
Area
Activity
Support a range of outward-facing programmes taking forward the key deliverables of the remit.
Organise, promote and run the annual Scottish Learning Festival.
Cross-cutting
Develop and maintain strong working relationships with partner and stakeholder organisations.
Seek and explore opportunities for developing innovative partnerships with organisations in other sectors.
Ensure that work on Early Years is considered and integrated across all workstreams.
Gather intelligence and research, identify innovative and creative practice and use this to provide expert advice.
Undertake and share research on education and associated topics as required.
Knowledge
Identify future information and knowledge requirements and suggest means by which these may be addressed.
Share knowledge and information with partner and stakeholder organisations.
Through our Area Advisers, share knowledge and information on LTS’ activities with the educational community.
Support the Public Sector Reform and Best Value agendas across all activity.
Corporate
Support and promote Sustainability requirements across all activity.
Take forward Organisational Development and improvement in line with the move to the new agency.
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Learning & Teaching Scotland – Action Plan 2011-12
1
Deliverable
Activity
Outputs
Provide leadership and
direction, working in close
partnership with others, in
support of the
implementation of
Curriculum for Excellence
Provide ongoing CPD and
support to practitioners in
understanding and
embedding the responsibility
of all (RoA) elements of
literacy, numeracy and Health
and Wellbeing (HWB) of
Curriculum for Excellence, in
learning and teaching.
Literacy
• Provide ongoing strategic support for literacy across learning to all LAs.
• Identify and share models for literacy transition and skills progression with all LAs via the
National Literacy Network.
• Work in partnership with HMIE to select and promote examples of good practice in
literacy.
• Develop positive links with ITEs to promote key pedagogies.
• Promote media literacy in all LAs through CPD.
• Devise online module to enable student teachers and NQTs to improve their literacy skills.
• Deliver CPD online and face to face on Scots language.
• Support Learning Thresholds projects.
Numeracy
• Provide ongoing strategic support for Numeracy across Learning to LAs
• Deliver development of secondary Maths within CfE events to LAs.
• Facilitate support for practitioners on developing early number.
• Lead National Numeracy Network (NNN) twice a year, sharing best practice in LAs and
individual establishments, linking with Community Learning and SQA.
• Lead the National Numeracy Steering Group twice a year, feeding developments into
National Numeracy Network.
• Lead ITE Maths Forum and support identified activities/recommendations initially arising
from the Donaldson report.
• Support the financial education delivery plan, linking work of Financial Education team
into National Numeracy Network.
Health and Wellbeing
• Work closely with LAs to gather intelligence about how schools and centres are
embedding RoA across learning.
• Build capacity, in partnership with HMIE where appropriate, by providing specific,
targeted support to schools and centres sharing practice and exploring models of delivery
of RoA.
• Deliver HWB RoA seminars to lecturers and students in all TEIs, as agreed.
• Deliver Glowmeet/s on HWB RoA.
• Upload one HWB RoA Support for staff to LTS website.
• Support schools in tracking, monitoring and reporting progress, moderating standards and
planning progression, particularly in those aspects of HWB which are responsibility of all.
Lead Programme
TS
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Provide ongoing support to
practitioners to understand
and embed HWB within CfE
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Working in close partnership
with others, develop and
implement the Creativity
Action Plan, Literacy Action
Plan and Science,
Technologies, Engineering and
Mathematics (STEM)
programme.
Support LAs in the development of strategy and policy in HWB.
Provide CPD and expertise in each of the six HWB organisers, to LAs and TEIs as agreed.
Organise two HWB conferences (Saturday) for all practitioners.
Lead two meetings of the Health and wellbeing Network for LA officers and Health Board
partners.
Support LAs and interauthority working by liaising, sharing good practice and facilitating
focused CPD.
Provide advice and support to schools and other providers on food as a context for
learning within CfE.
Creativity
• Support practitioners to embed expressive arts and creativity in learning and teaching
within CfE.
• Organise appropriate events and conferences to support the implementation of the
Education and the Arts, Culture and Creativity Action Plan.
• Develop and publish well-focused / prioritised materials to support creativity across key
aspects of the curriculum.
• Further develop the Creativity Portal to reflect identified needs of the education and
cultural sectors.
Literacy
• Lead two meetings of National Literacy Network (NLN) and initiate preparations for
national conference in June 2012
• Deliver programme of CPD for Literacy Leaders in Early Years, Primary and Secondary
settings.
• Deliver programme of CPD for Literacy across Learning for secondary practitioners in LAs.
• Working in partnership with HMIE, identify successful implementation strategies of the
literacy action plan and promote these through the NLN.
• Working with the early years team, promote good practice in progression and
development with the early level outcomes and experiences.
• Complete programme of Critical Literacy events.
Science
• Develop and promote the Science portal as a comprehensive STEM resource and CERN
learning resources.
• Further develop the Science portal with appropriate materials, including those with a
focus on the primary sector.
• Working in partnership with key stakeholders, support primary practitioners in the
teaching of science.
rd
th
• Publish further materials and resources to support sciences and technologies at 3 and 4
curriculum levels.
TS
CURR
TS
CURR
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Support continued
commitment to the
implementation of social
studies, RME, RERC and
modern languages within CfE.
• Work with key stakeholders to agree priorities and develop and publish further support
materials that highlight good practice and emerging thinking and illustrate schools
development within curriculum areas.
• Support an interdisciplinary approach to learning and teaching by providing exemplars of
good practice across curriculum areas.
• Work in partnership with key stakeholders to identify and develop a suitable approach to
CPD in RME and RERC particularly in the senior phase.
• Provide support and build capacity through a series of events aimed at school and local
authority leaders.
• Develop and facilitate professional learning communities in Glow by promoting and
sharing the development of practice.
• Share, develop and disseminate information through Glow.
CURR
Support the implementation
of the Skills Strategy for
Scotland.
• Support the implementation of Building the Curriculum 4 (BtC4) by producing an agreed
number of case studies exemplifying BtC4.
• Provide further exemplification on skills for learning, life and work, developing
exemplification specific to BtC4 and to CfE more broadly.
• Ensure that the skills agenda and key messages from BtC4 are fully understood and
reflected in the work of all LTS teams.
• Respond to the recommendations from the review of vocational education post 16 and
ensure these are reflected in the work of all LTS teams.
• Link to the work of the Higher Order Skills Group.
• Identify work to be taken forward in partnership with Skills Development Scotland and
SQA.
• Engage with ITE institutions and Colleges around the skills and vocational education
agendas.
• Provide support to LAs on skills and vocational education as appropriate.
TS
Provide ongoing support and
advice on Building the
Curriculum 3, specifically
Building Your Curriculum and
the Senior Phase, both locally
and nationally
• Working with key stakeholders, agree priorities and identify and develop an agreed
number of exemplar curriculum structures to include broad general education (across
primary, secondary and special schools) and senior phase.
• Provide tailored support and advice to LAs to assist them in the development of
curriculum structures to support CfE.
• Develop and publish exemplification on interdisciplinary learning.
• Develop and facilitate professional learning communities in Glow by promoting, sharing
and development of practice.
• Work in partnership with Scotland’s Colleges to support the senior phase.
CURR
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Support the embedding of
Developing Global Citizens
within Curriculum for
Excellence.
• Deliver blended programmes of CPD in all LAs – through the provision of physical
networking activities and Glow.
• Develop a programme of six study visits for schools and LAs across Scotland.
• Online DGC professional learning communities developed and facilitated using Glow to
enable practitioners to collaborate, share reflect and build capacity in embedding DGC
within CfE.
• Facilitate SDE, International Education and Citizenship Glow Groups within DGC Glow
Group by promoting practitioner engagement with Glow Groups.
• Implement up to six Glow meets to share good practice in DGC.
• Deliver blended programmes of CPD to support the implementation of the actions
points in ‘Learning for Change’, Scotland’s Action plan for the second half of the UNDESD
provided for LAs and practitioners.
• Deliver ten blended programmes of CPD on ‘Learning for Change’ at local twilight
sessions across Scotland.
• Develop case studies, showcasing good practice in SDE, Citizenship and International
Education.
• Facilitate DGC good practice blog and publish DGC e-bulletin on a quarterly basis.
• Work with practitioners to enable learner voice and support citizenship in the
implementation of CfE.
• Lead the Young Persons’ Advisory Group, through six networking sessions with young
people and practitioners.
• Provide four tailored CPD sessions across Scotland, looking at the development of
Learner Voice within CfE.
DGC
Provide leadership and
support in relation to Games
Legacy as a context for
learning
• Deliver six local and regional professional learning community sessions with
practitioners engaged in using Games Legacy as a context for learning within CfE and for
forging and building on international links.
• Support national initiatives linked to the Lanarkshire Children’s Games 2011.
• Hold national dissemination event to promote Game Legacy in the build up to London
2012.
• Develop online area, including 3 case studies on Games Legacy activity across learning
providers.
DGC
Provide leadership and
direction in relation to
outdoor learning as a context
for learning
• Convene National Outdoor Learning Network Group (three times per year).
• Deliver ongoing support to LAs and learning providers in developing OL strategy as part
of Network membership.
• Support National Network Implementation Group (four meetings per year).
• Maintain and expand online resource with additions to interactive map.
• Develop and publish CPD material/resources from 2010/11 CPD event programme.
• Share, develop and disseminate information through Glow.
• Support educational developments in both of Scotland’s National Parks.
TS
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Working in partnership with
others, support schools and
other learning providers to
embed universal and targeted
support with CfE
• Publish materials developed during 2010/11 to improve practice in developing
coordinated support plans.
• Publish Books for All materials for Glow/website.
• Update the supporting learners’ web area to recognise developments in EAL and the
challenges facing service families.
• Lead two meetings of the Supporting Learners Network for LA officers.
• Liaise with HMIE colleagues and LAs to gather information, advise on recent
developments and facilitate CPD.
• Deliver ‘Supporting Learners’ seminar to lecturers and students of TEIs and further
education colleges.
• Deliver a national event for practitioners in special schools and units to share current
progress in implementation of CfE.
• Work with two special schools/units to support the development of models of good
practice in developing CfE learner journeys within the special school sector and make
available nationally.
TS
Support LAs, schools and
other learning providers to
provide opportunities for all
young people to move into
positive and sustained
destinations.
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TS
Support schools, early years
centres and other learning
providers in strengthening
their partnerships with
parents in order to improve
parental engagement and
involvement in their children’s
learning.
• Provide professional support for NPFS management team.
• Deliver one national Parental Involvement event.
• Deliver Parents As Partners in Learning (PAPIL) seminars to lecturers and students in
TEIs.
• Deliver CPD for Scottish Parental Involvement Officer Network (SPION), LA officers,
parents and others.
• Support Parentzone and PAPIL web areas.
• Publish three parents’ newsletters.
• Provide guidance and admin support for National Parent Forum Scotland (NPFS).
Lead and support the network of LA 16+ LC co-ordinators.(x2)
Disseminate key messages re 16+ LC and MCMC in Senior Phase.
Source, develop and disseminate good practice.
Publish MCMC materials as Support for Staff.
TS
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Provide strategic
leadership and direction in
support of the
implementation of the
Early Years Framework.
Provide ongoing support
through multi agency working
and collaborative approaches
with partners in support of
the implementation of the EY
framework.
• Provide ongoing CPD for EY practitioners in aspects of CfE as required.
• Support the development of literacy in the early years and use strong links with LTS CLD
team to ensure parents with literacy difficulties can access support.
• Provide guidance for Early Years practitioners and others in promoting Literacy in Early
Years.
• Deliver a programme of five events covering literacy, CfE and pre-Birth to Three to support
practitioners, FE and the EY community in partnership with others.
• Support the development of the early years workforce, working in partnership with SQA,
Scottish Colleges and Universities and other key partners.
• Provide expertise in early years practice that supports the implementation of the Early
Years Framework and CfE.
• Lead three national EY multi-agency group meetings (previously called National Under
Three Advisory Group NUTAG).
• Publish EY Matters twice in the year.
• Lead two meetings of National Early Years Local Authority Forum (NEYLAF)
• Support implementation of the EY framework, including Pre-Birth to Three CPD and
guidance for practitioners and parents.
• Create a film based resource for parents adapted from the Pre birth to three national
guidance.
• Provide support for active learning and transitions at early level.
TS
Provide leadership and
direction in ensuring that
our children and young
people are able to play
their part in society and
understand Scotland’s role
within the wider world
Support for the development
of strategic whole school
approaches to Developing
Global Citizens
• Facilitate Glow Group on leadership within DGC.
• Implement a programme of four study visits to support sharing of good practice
amongst school leaders.
DGC
Support the embedding of
Chinese language and culture
within Curriculum for
Excellence through the
(Confucius Institute and)
Confucius Classrooms.
• Build on and extend network of Confucius Classroom Hubs in Scotland through monthly
meetings with representatives of schools in hubs and meetings of the network.
• Coordinate professional development and hub placements for nine teachers from Tianjin.
• Develop resources to promote the study of Chinese language and culture, in conjunction
with the teachers from Tianjin.
• Deliver national pupil showcase in June 2011.
• Deliver immersion course for pupils and teachers in China, in July – August 2011.
• Facilitate visit to China in April 2011 for headteachers and local authority representatives
from nine Confucius Classroom hubs.
• Facilitate meetings of the national network of Chinese teachers and produce six LTS
Confucius Institute newsletters.
• Facilitate two meetings of the LTS Confucius Institute steering group.
• Develop LTS Confucius Institute online hub, including resources to support the teaching
and learning of Chinese language and culture.
• Develop Confucius Glow groups and increase participation by hubs and members of the
national network of teachers of Chinese.
DGC
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3
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Implement the LTS Gaelic Plan
focused on the Government’s
priority of promoting the
language and culture and
increasing the number of
Gaelic speakers by providing
support for Gaelic language
and culture as an integral part
of CfE.
• Work collaboratively with Stòrlann to develop Cruinn Eòlas aig Astar (geography on line).
• Complete outstanding work for Scotland’s History, stories and songs as part of
contribution to Study of Scotland.
• Work collaboratively with Bòrd na Gàidhlig and Storlann to provide support for early level.
• Work collaboratively with Bòrd na Gàidhlig to provide CPD for staff working with, or with
responsibility for, Gaelic provision using Glow.
• Publish a bilingual newsletter (twice a year).
TS
Provide guidance and support
to embed and strengthen
Scots language and culture as
an integral part of CfE
• Provide a focussed approach to the Scottish element of the curriculum.
• Review existing resources and their usage, identifying the ‘Study of Scotland’ which
permeates CfE.
• Provide a coherent ‘route map’ signposting the existing resources.
• Create a ‘portal’ pulling together and consolidating the existing resources, providing a
consistency and focus to the Scottish Elements of the curriculum.
• Develop a communications strategy and identify new opportunities for engagement and
partnership working.
TS
Increase practitioner
engagement and international
best practice and raise
awareness amongst
international partners
excellence and innovation in
Scottish education
• Host a limited number of groups of international visitors including organising visits to
schools and LAs.
• Deliver eight SCIPD visits within Europe.
• Coordinate and publish reports online.
• Lead dissemination events, using Glow in order to provide access to practitioners across
Scotland.
• Link participation in the study visit programme to professional recognition and
accreditation of learning.
DGC
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Provide leadership and
direction to ensure
assessment follows and
reinforces the curriculum
and promotes high quality
learning and teaching
Support the development of
the next generation of
National Qualifications and
ensure consistency with
Curriculum for Excellence.
• In partnership with SQA identify needs and develop necessary support materials to meet
published qualifications development timelines. Undertake scoping exercise and develop
resource as agreed by Project Board.
• Produce agreed learning resource for new Access 1, 2 and 3, new National 4 and 5 and
new Higher and facilitate implementation events.
• Contribute advice and guidance on assessment in next generation of NQs, in partnership
with SG, SQA, HMIE, HEIs, Scotland’s Colleges and other relevant agencies.
ASSESS
Support delivery of existing qualifications including, in particular:
• Support the development, implementation and delivery of the revised Highers and
Advanced Highers in the Sciences
• Publish support materials for revised Highers and Advanced Highers in the Sciences.
• In partnership with early adopters, produce support materials within their local context
working in partnership with SQA, SG and other key partners to promote consistent
messaging around the ongoing validity of the existing qualifications.
Provide support
for Reporting, Recognising
Achievement and Profiling.
• Disseminate and share good practice in recognising achievement, profiling and reporting
through a series of events.
• Highlight and share exemplification through the use of NAR.
• Facilitate networking opportunities, particularly through the use of Glow.
• Facilitate a small programme of meetings per year of LA assessment coordinators.
ASSESS
Provide ongoing management
and support for NAR
• Technical Infrastructure - develop the next version of NAR.
• Provide examples of holistic assessment approaches for whole class/whole school.
• Continue to develop content to support assessment approaches across all curriculum areas
and curriculum levels.
• Develop further content in line with agreed priorities.
• Support local authority events/engagements.
• Encourage LAs and schools to develop their own materials and abilities to upload directly
to NAR.
• Link work to national arrangements to support quality assurance and moderation, working
in partnership with LAs and schools.
ASSESS
Develop, deliver and support
a system of moderation to
develop a shared
understanding of standards at
national and local levels.
• Work in partnership with LAs to support and facilitate the sharing of national standards in
assessment.
• Build capacity in quality assurance and moderation approaches in schools to ensure that
understanding, applying and sharing standards is embedded in the education system and
there is confidence in teachers’ judgements, working in partnerships with LAs.
• Develop and deliver agreed moderation model through implementation strategy, including
involvement of key partners.
• Prepare and share moderation support tools on NAR.
ASSESS
4
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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5
6
Work in partnership with
others to implement the
recommendations of the
Donaldson Review of
teacher education and
support practitioners in
the development of
career-long CPD
Work in partnership with
others to support
leadership development
within education and the
wider public sector
Develop and support the
implementation of Scottish
Survey of Literacy &
Numeracy to exemplify
literacy and numeracy
assessment tools by Mar
2012.
• Provide information to inform improvements in learning and teaching for use in
classrooms from the SSLN 2011 numeracy survey.
• Work in partnership with SQA to develop literacy tasks for the survey trial before the SSLN
2012 literacy survey.
ASSESS
Identify and publish the
teaching points from the
Scottish Survey of Literacy &
Numeracy
• Work in partnership with SG, SQA and HMIE to inform all key stakeholders of the SSLN
survey and its value to learning and teaching practice.
• Prepare learning and teaching support materials following results of numeracy survey.
• Review international surveys to inform further approaches to the development of learning
and teaching support materials.
ASSESS
Develop blended approaches
to the provision of CPD for
practitioners
• Provision of a range of connected CPD opportunities for practitioners including face-toface activities, on-line resources, Glow groups and professional learning communities in
identified priority areas.
DGC
Participate in the National
Partnership Group to support
the implementation of the
Donaldson Review
• Working with key stakeholders, agree priorities and identify ways to connect, develop and
track CPD provision including the use of Glow.
• Working with key stakeholders, inform the development of Glow Futures to support
career-long CPD.
DGC
Working in partnership with
others, facilitate pilot
mentoring initiatives within
CfE.
• Build capacity in LAs to implement systematic processes to support high quality teaching
in schools across career stages through tailored professional development activities and
online mentoring forums.
• Publish case studies exemplifying the impact of the mentoring pilot initiatives.
DGC
Develop the leadership skills
of all managers as leaders of
learning in the classroom.
• Provide online materials, Glow groups, Glow meets, facilitated national and LA
professional learning communities, open doors study visits.
DGC
Working with colleagues in
the wider public sector,
identify areas for
collaboration and sharing of
practice.
• Working with others, identify effective and efficient use of resources and expertise in the
wider public sector to support leadership development.
DGC
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Provide leadership,
direction and support for
current and emerging use
of technology within the
education community
7
Support and enhance the use
of technology within the
educational community.
• Investigate pedagogical approaches to the use of emerging technologies, in particular web
based and mobile technologies.
• Provide guidance and support to children and young people, professionals, schools and
LAs on the use of technologies in learning.
ET
Maximise the impact of Glow
on an ongoing basis, through
support for users, promotion,
dissemination and continuous
improvement of services.
• Manage the Glow contract and maximise uptake, usage and impact of Glow services.
• Engage with content and service providers to enrich Glow.
• Work with LTS curriculum teams to develop and publish Support for Staff materials on
Glow.
• Provide advice and support to the SG on the procurement of the Glow Futures service.
• Support the migration from the current Glow service to Glow Futures, including
managing the expectation of the learning community during the transition period.
• Manage the Interconnect contract, seeking opportunities to extend its benefits to wider
public sector shared services.
• Scope options to improve/extend the existing Interconnect contract or initiate reprocurement project.
ET
Support Curriculum for
Excellence through Glow and
online CPD.
• Embed Glow as a key tool for delivery of CfE.
ET
Support the development and
implementation of the SG’s
Technologies for Learning
strategy
• Support the development and implementation of the SG’s Technologies for Learning
Strategy by taking responsibility for specific deliverables and aligning the wider TfL
programme of activity with the outcomes of the strategy.
ET
Develop and explore
resources and methodologies
associated with games based
learning
• Support the development of computer games design in schools, building links between
the Scotland's Games Based Learning Industry, the LTS Consolarium and schools.
ET
Develop, improve and
maintain the LTS web estate,
including the exploration of
further integration with Glow
• Develop the online web estate to align with CfE, exploiting best value solutions including
the Glow platform.
• Develop and implement a robust, sustainable and proactive framework to procure high
quality and value for money digital content.
• Increase the reach of our on-line content and other digital assets through iTunesU and
other digital channels.
TfL
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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Provide a lead role in CLD
policy implementation and
practice development
8
Work in partnership with CLD
providers to enable Scotland's
citizens to become successful
lifelong learners, confident
individuals, effective
contributors and active
citizens
• Build on CBAL family learning and CCB scoping work to inform policy development.
• Assist in examining the Grant mechanism/working with national partners.
• Support the upskilling of the CLD workforce resulting in continuous improvement in CLD
practice and outcomes for learners.
• Support intelligence gathering related to CLD in Scotland.
COMM
Support, recognise and
promote achievement
through learning for all young
people in all learning contexts
• Work in partnership with policy colleagues across SG, national agencies and key
organisations to support implementation of CfE, GIRFEC, Early Years framework, support
for parents, family learning, MCMC, health and wellbeing, citizenship and recognising and
promoting achievement.
• Take forward findings from the scoping exercise on family learning.
• Develop partnership programmes with national agencies improving outcomes for young
people focusing on :
− Recognising and promoting achievement
− CfE engagement
− Professional development.
COMM
Support and promote
achievement through learning
for adults in all learning
contexts
• Support the implementation of the 'Adult Literacies in Scotland 2020' strategic guidance
focusing on :
− Workplace/employability
− Literacy and numeracy developments
− Offender learning
− Professional development
− Supporting learners including dyslexia.
• Continue to facilitate a cross-sectoral approach, contributing across other government
agendas and feeding into Literacy Action Plan/Literacy Commission.
• Support the implementation of the English for Speakers of Other Languages (ESOL)
national strategy.
COMM
Build community capacity to
develop strong, resilient and
supportive communities
through community learning
and development
• Continue to build partnerships with CLD Managers Scotland (CLDMS) and Community
Development Association Scotland (CDAS) to address the needs of practitioners to
improve their practice in BCC.
• Take forward findings from BCC scoping in dialogue with practitioners.
• In partnership across SG continue to contribute to agendas relating to community
planning and engagement, regeneration and sustainable development.
• Take a lead role in Upskilling CLD workforce.
• Develop work on community health and arts and culture.
COMM
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
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9
Define, develop and
implement communication
strategies, within LTS and
with partners, to support
the key deliverables and
utilise a matrix of channels
to reach a complex mix of
stakeholders.
Support and administer the
CLD Standards Council for
Scotland in order to improve
standards within the CLD
sector
• Support the implementation of a registration model.
• Implement CPD strategy, including development and implementation of CPD framework.
• Continue the approval of training courses.
Develop and implement coordinated communication
plans supporting Curriculum
for Excellence in conjunction
with the Smarter
Communications Group
• Working with partners, provide professional communications advice on key national
deliverables of Curriculum for Excellence
− Develop and implement NQ communications strategy and plan.
−
Continue to develop a wide range of communications to provide information on the
range of support for assessment approaches.
SC
FINAL Annual & Action Plan for LTS Board of Directors – 20/04/2011
17