• Chair’s foreword
• Chief Executive’s report
• LTS – Who we are
Curriculum for Excellence
Delivering world class learning experiences
Developing new partnerships
Leading innovation in technology, teaching and learning
• Developing an efficient and effective public service
• The future
• Financial
• Board and Advisory Council Members
26
32
36
38
39
01
02
04
06
10
18

Learning and Teaching Scotland Annual Review 2008/2009
I am pleased to introduce this year’s Annual Review, which highlights our key programmes of work and the considerable progress we have made over the last 12 months.
Much has been achieved. I am grateful to the Chief Executive and all colleagues for their commitment to the Learning and Teaching Scotland agenda for action.
The Scottish Government review of
LTS is progressing positively and is expected to be completed by the end of 2009. Being under review brings a renewed focus to our priorities for action. The status quo is not an option: the Board has a clear vision for the future direction of LTS and we have presented this to the Scottish
Government. Hopefully, our view of the future will coincide with the findings of the Review.
The Board has responsibility, of course, for setting the strategic direction and ensuring effective delivery of our services within the Scottish
Government’s National Performance
Framework. We have played a key role in the further alignment of
LTS’s functions with the National
Objectives and Outcomes, and in the development of new strategic partnerships and models of working.
Members of the Board also provide challenge and scrutiny to all aspects of LTS’s work and, through the Audit
Committee, we have overseen a comprehensive programme of Best
Value and Internal Audit Reviews. This forms the basis of LTS’s Improvement
Plan, alongside the findings from other forms of external scrutiny, and has already led to a number of performance improvements and efficiencies.
The refocused Advisory Council has grown in strength in the last year, establishing key priorities for its work. Sharp and quality reports will emerge from its work, offering helpful advice to the education community in
Scotland.
John Mulgrew Chair
I am pleased to recognise progress in the following areas:
• launching the experiences and outcomes
• building capacity and capability at a national and local level
• hosting a record number of events to support the education and wider community
• trialling new and exciting ideas – evaluating and sharing the results to ensure that we consistently improve the unique service that we provide
• introducing a series of individual pilot projects in four local authorities
• being proactive in our approach within the early years sector
• continuing international recognition and support for Glow
• further progressing the innovative
Confucius Classrooms model
• facilitating Scottish teachers to find out about and reflect on learning and teaching in other countries.
Finally, I wish to thank you for your co-operation and input in the last year, a very good year for LTS. I remain ambitious for the future of the organisation. Working together, we can secure a new and even more productive future in support of the children and young people of Scotland.
I hope you enjoy reading our Annual
Review.
1

2
This has been a complex and challenging year for our organisation yet one to be proud of. Along with our partners, we have witnessed many achievements, culminating in the successful delivery of a number of key programmes, including the launch of Scotland’s new curriculum guidance.
LTS is unique, not just in our delivery, but in our approach. We are always mindful that we are part of a global community in a knowledge society.
Alongside our partners, our main aim is to support our children and young people, by providing a firstclass education support system for a modern Scotland – that is recognised both nationally and internationally.
The past 12 months have seen LTS realign its strategic planning processes with the Scottish Government National
Performance Framework, ultimately moving the organisation towards an outcome-based planning and performance approach.
Everything we do is strategically aligned with the National Objectives and Outcomes so that we can play our part in towards ensuring that Scotland is a country that can flourish through increasing sustainable economic growth.
Curriculum for Excellence
Curriculum for Excellence is one of the most significant developments in
Scottish education.
The way we have taken forward and successfully delivered Scotland’s guidance on the curriculum 3–15 showcases our unique and innovative approach and underlines the importance of having a national body to develop and support education in
Scotland.
The launch of the new curriculum guidance will ensure our learners are equipped with the relevant knowledge and skills that they need for a modern society, raising attainment so that
Scotland can proudly take its place amongst the best educated and most successful countries in the world.
We are able to draw together some of the best expertise nationally and internationally and we should not underestimate the commitment, dedication, professionalism and drive of everyone involved to ensure that we deliver excellence in education for
Scotland’s children and young people.
Against this background, we need to continue with our work to create an enterprising culture in our schools and learning environments and make the link between the classroom and the workplace so that our young people see the relevance of their learning.
Bernard McLeary Chief Executive
Glowing success
Our work to explore and develop new technology for the education community, especially in relation to Glow, has further strengthened our position and will provide real opportunities that enhance learning and teaching experiences.
As a result of Glow’s continuing success our international status has grown significantly. LTS continues to receive international acknowledgement, none more so than the public recognition received from the renowned American entrepreneur and film director George Lucas.
Such recognition does not go unnoticed. In the last 12 months educators and government officials from across the globe, including China,
Singapore, Japan, Norway, Slovakia,
Denmark and Australia, have been visiting LTS.

Learning and Teaching Scotland Annual Review 2008/2009
Taking the new curriculum forward
Glow will deliver the aspirations of
Curriculum for Excellence, therefore it is crucial that we further develop and encourage practitioners, children, young people, wider audiences and stakeholders to make the best use of
Glow to network.
International education
In Scotland, our communities are multinational and we must prepare our young people to live and work in that context.
Working in partnership
Last year proved to be an extremely proactive and productive one for LTS and our partners.
Our main aim is to ensure that we are fully preparing our young people for the interdependent global world so that they can work and live in a global society.
The establishment of Scotland’s first eight Confucius Classrooms has linked our education community with China, forging strong partnerships that will benefit learners living 5000 miles apart. of work – detailed within this review
– none more so than our robust and extensive programme of engagement for Curriculum for Excellence .
We are already using Glow to enable schools in Scotland to work with schools in China to share experiences and build on knowledge and understanding of each other’s cultures.
At a local authority level, through our
Area Adviser model, we have further extended our reach to ensure that our advice and expertise are targeted to meet local authorities’ collective and individual priorities.
We have built and successfully strengthened our cross-sector and third-sector relationships at a national level through our many programmes
LTS has always been, and will continue to be, at the cutting edge of educational and technological advancements. Through innovative use of technology, our range of expertise and strong partnerships we will achieve delivery of our many programmes of work including successful implementation of Curriculum for
Excellence.
3

4
LTS is the lead organisation for the development and support of the Scottish curriculum, leading and supporting improvements in providing education for children and young people across Scotland.
We play a key role in all major developments in Scottish education
– moving education forward in partnership with the Scottish
Government, Her Majesty’s
Inspectorate of Education (HMIE), the Scottish Qualifications Authority
(SQA) and other key stakeholders, such as local authorities, schools, learning environments, early years establishments and a range of professional associations, including the
Association of Directors of Education in Scotland (ADES), School Leaders
Scotland (SLS), the Educational Institute of Scotland (EIS), the Convention of
Scottish Local Authorities (COSLA), the
General Teaching Council for Scotland
(GTCS), Youthlink Scotland, Skills
Development Scotland (SDS) and NHS
Health Scotland.
• inspire a climate of innovation, ambition and excellence throughout the Scottish education system
• lead and support teachers, practitioners and other learning providers and organisations in establishments and local authorities in improving the quality of education and raising levels of attainment and achievement for all learners
• drive improvements that ensure the curriculum and approaches to learning and teaching, including the use of
Information and Communication Technology (ICT), assist children and young people in Scotland to develop their full potential
• build capacity and support the delivery of a first-class education that is recognised as such nationally and internationally.
Working together to achieve success
Through working with our partners in identifying and sharing innovative practices we have made significant contributions to securing improvement in the quality of education in Scotland.
By consulting with our partners, third-sector organisations and key stakeholders we have developed a real understanding of what is needed to make a difference to the quality of learning and teaching in Scotland.
Our people
Our people are our greatest asset. Their professionalism, skills and expertise help us to retain our position at the leading edge of learning and technology.
Area advisers work closely with key contacts in education authorities and our professional advisers liaise with a range of stakeholders to ensure we are drawing on firmly grounded educational advice in all aspects of our work.
Each curriculum area has a dedicated support team, variously comprising of teachers, practitioners, health professionals and staff seconded from local authorities to provide expert advice in their subject areas. These dedicated experts work across the country visiting educational establishments, exploring ideas and issues with teachers and headteachers, to gather information to improve the quality of our support.
Internally, we benefit from very effective business support in key areas such as communications, finance, human resources, ICT, organisational development, performance, research and distribution.

Learning and Teaching Scotland Annual Review 2008/2009
5

Skills for learning, life and work in a modern world
LTS delivered Scotland’s new curriculum guidance following the unparalleled involvement of the education profession and key partner agencies.
LTS was the lead partner in developing the new curriculum, which was launched by the Cabinet Secretary on 2 April 2009.
The experiences and outcomes, that are at the heart of Scotland’s new curriculum, have been developed, tested and revised in partnership with a wide range of education professionals as part of an unprecedented commitment to engagement with the educational community and all interested bodies.
Fiona Hyslop MSP, Cabinet Secretary for Education and Lifelong Learning, and Keith Brown MSP, Minister for
Schools and Skills, launched Curriculum for Excellence at Raploch Community
Campus in Stirling.
Ms Hyslop said:
‘Today we are marking the reform of the Scottish education system as we prepare our young people for the challenges of life in the 21st century.
The reforms are intended to raise
standards by improving learning and teaching, with literacy and numeracy a key focus. They will help our young people to become:
• successful learners with the motivation for learning
• confident individuals with physical, mental and emotional wellbeing and self-respect
• responsible citizens with respect for others
• effective contributors who can communicate, solve problems and be enterprising and creative.
These reforms mark the hard work of many people who share my commitment to improving the Scottish education system. The launch of this guidance, known within the teaching profession as the Curriculum for
Excellence experiences and outcomes, gives teachers the opportunity to reflect a modern society in the classroom.’
David Cameron , President of the
Association of Directors of Education
Scotland, said:
‘ADES welcomes the issue of the experiences and outcomes for
Curriculum for Excellence . They will provide much of the structure that schools and teachers have been looking for to support implementation.
We all need to give time to the consideration of these while continuing to focus on the improvements in learning and teaching which will make the real difference for our young people.’
6 curriculum for excellence
SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS

Learning and Teaching Scotland Annual Review 2008/2009
Graham Donaldson , HM Senior
Chief Inspector at HMIE, said: ‘I am encouraged that Curriculum for
Excellence proposes to address literacy and numeracy directly, emphasising the need to develop these fundamental skills across the curriculum and to provide formal recognition of progress up to the end of every young person’s school career’.
(Taken from Improving
Scottish Education Foreword , January
2009.)
Janet Brown , Chief Executive,
SQA, said: ‘SQA warmly welcomes the publication of the experiences and outcomes and very much looks forward to drawing upon them in developing the next generation of
National Qualifications’.
Fiona Hyslop MSP, Cabinet Secretary for Education and Lifelong Learning
Damien Yeates , Chief Executive, Skills
Development Scotland, said:
‘Laying these strong foundations in schools – by developing the skills
Scotland needs and making effective connectivity between learning and jobs – will help develop our people and strengthen our communities, our economy and our business base’.
___
Cabinet Secretary for Education and Lifelong Learning
Fiona   Hyslop   MSP
T:   0845   774   1741
E:   scottish.ministers@scotland.gsi.gov.uk
Bernard McLeary
Chief Executive
Learning and Teaching Scotland
The Optima
58 Robertson Street
Glasgow
G2 8DU
April 2009
Dear Bernard
Launch of the Curriculum for Excellence Experiences and Outcomes
Further to the successful launch of the Curriculum for Excellence experience and outcomes,
I want to record my appreciation for the very significant input that you and the Learning and
Teaching Scotland staff have made to the achievement of this milestone. The launch event at Raploch was the culmination of several years of high quality development work to produce a coherent curriculum 3 – 18 for the first time ever. I am also aware that the past few weeks have been characterised by intense finalisation work and the generation of the relaunched website. As well as the detailed curriculum content, the look and feel of the finished experiences and outcomes is very impressive and I understand that the website has had a high number of visits during launch day.
I know that Learning and Teaching Scotland will continue to make a strong and positive contribution to all parts of this pivotal education reform programme but I did not want to let this particular milestone pass without recoding my grateful thanks.
I hope that you get a well deserved break over the Easter holidays.
FIONA HYSLOP
St   Andrew’s   House,   Regent   Road,   Edinburgh    EH1   3DG www.scotland.gov.uk
curriculum for excellence
SUCCESSFUL LEARNERS > CONFIDENT INDIVIDUALS > RESPONSIBLE CITIZENS > EFFECTIVE CONTRIBUTORS
7

Skills for learning, life and work in a modern world
Curriculum for Excellence was designed to enable new approaches to learning and teaching, promoting a range of skills for learning, life and work that will sustain young people in their destinations beyond school and college.
Supporting assessment
We have been supporting a wide range of networks to help build capacity in the system to develop and apply appropriate approaches to assessment in the context of
Curriculum for Excellence . In our extensive engagement with the profession we have been supporting and sharing innovative and effective approaches to learning, teaching and assessment that meet the needs of all learners. Over the last year we have been working very closely with the
Scottish Government and our partners in developing national advice that will provide a coherent national framework for assessment.
The development of Curriculum for Excellenc e and the launch of the experiences and outcomes is an important milestone for
Scottish education.
The process of engagement undertaken by LTS meant that the profession, for the first time, had the chance to shape the future of education in Scotland, providing feedback on the draft experiences and outcomes through online questionnaires and focus groups, and by trialling them within their own settings. Now their vision is being delivered.
Curriculum for Excellence brought unprecedented levels of engagement and collaboration, with the entire educational community being offered opportunities to comment. More than
600 establishments were involved in the trialling process. More than 1700 online questionnaires were completed by individuals, schools, authorities and professional groups, adding to in excess of 120 trialling proforma reports from schools and local authorities, responses from more than 30 focus groups across the country and over
130 other submissions from a range of interested parties.
National Assessment
Resource
Working closely with SQA, we have been developing a National
Assessment Resource (NAR) which will provide the education profession with a single online assessment system.
It will act as a store of assessment resources, a tool for the development of new resources, and a coherent infrastructure for assessment within
Curriculum for Excellence.
The NAR will be operational in autumn 2010.
Moving forward
Implementation will bring opportunities for new, innovative teaching which will improve the quality of education and achievement for all of our young people.
600+ Trialling centres g
120+ Trialling proforma g
1700+ Online questionnaires g
30+ Focus groups g
8

Learning and Teaching Scotland Annual Review 2008/2009
Case studies
• Starting the journey to Curriculum for Excellence
• Making connections across the curriculum
• Rothes P1/Nursery joint science project
• Financial awareness, Lossiemouth
High School
• Professional reflection papers www.LTScotland.org.uk/annualreview09
National outcome success
Our lead role in the successful development, testing and delivery of the new experiences and outcomes known as Curriculum for Excellence directly links to the
Scottish Government National
Outcome: ‘Our young people are successful learners, confident individuals, effective contributors and responsible citizens.’ g
130+ Wider submissions g
Professional analysis g
Draft final experiences and outcomes g
Further consultation g
April 2009:
Publication of experiences and outcomes
9

OBJECTIVE ONE
LTS has succeeded in delivering world class learning through a range of engaging, exciting, innovative and truly inspirational programmes of work. This chapter will give you a flavour of our success to date and reviews our work in international education, early years, Gaelic, pilot projects, literacy and recognising achievement.
We forged international partnerships creating
Scotland’s first Confucius Classrooms, ensuring children and young people have first-rate opportunities to build the skills needed for the modern workplace.
Through Curriculum for Excellence our schools are preparing our young people with the skills needed for work and life in the 21st century while also providing them with a sense of the global world in which we live.
2007 to establish Scotland’s first
Confucius Classrooms, with the aim of allowing as many schools and local authorities as possible to learn about and develop Chinese language and culture in their areas.
10
Developing international education within Curriculum for Excellence ensures these skills are embedded in the learning process. For Scotland to continue to compete globally in education and key sectors of the economy, we must ensure our young people are equipped with the skills and experience for life and work in a multicultural society.
LTS signed a Memorandum of
Understanding with The Office of Chinese Language Council
International (Hanban) in October
The hub
The model adopted in Scotland, the Confucius Hub, is unique. Every single Confucius Classroom will have a link school in China. LTS set up eight Confucius Hubs to reach out across 13 local authorities, effectively reaching a much wider audience than the traditional ‘classroom’. To further extend the reach and enable the remaining authorities to have access to the available resources and continuing professional development (CPD) opportunities, LTS set up an online hub through Glow.
National outcome success
Progress with international education and Glow helps to meet the Scottish
Government National
Outcome ‘We are better educated, more skilled and more successful, renowned for our research and innovation.’
This model has positioned LTS as an innovator and the approach to the
Confucius Classroom model perfectly illustrates why LTS is at the forefront of developing educational solutions.
This progressive model for Confucius
Classrooms has been highly commended by The Office of Chinese
Language Council International and indeed by a number of other countries that hope to emulate LTS’s ‘hub’ model.
SCIPD – providing further CPD opportunity
The world is changing rapidly and to stay ahead it is important to look at the best examples of education internationally and reflect on the education system in
Scotland.
Key players within local authorities and Scotland’s teachers have been benefiting from learning opportunities in an international context via LTS’s
Scottish Continuing International
Professional Development (SCIPD) programme.
Through SCIPD, LTS organises study visits to other countries so that practitioners are able to gain invaluable first-hand experience of other systems of education. A number of visits were arranged in
2008 to countries such as China,
Finland, Canada, New Zealand and America.
The SCIPD programme provides teachers with the opportunity to develop their own knowledge and skills, and gain an international perspective on education. By providing increased opportunities to learn about innovative practice in other countries, LTS is enhancing the professional development of educationalists in Scotland.
The programme encourages practitioners and local authorities to shape, develop and share what is learned within a local context, which ultimately improves the learning and teaching in
Scotland.

Learning and Teaching Scotland Annual Review 2008/2009
Praise for
Confucius Classrooms
Mr Wang Luxin, Mr Yin Jia, Mr Dai Bo and I would like to express our deepest appreciation to LTS for all your efforts in organising a fruitful and inspiring visit to Perth High School to see their new
Confucius Classroom hub in action. It was particularly interesting to get the chance to see how Glow is used to enhance learning experiences. We would have liked to stay longer to further explore this exciting system.
We hope to work with you closely in the future to further establish Confucius
Classrooms, develop Confucius Online and explore potential opportunities with
Glow. Many thanks!
Grace Gu Lei
The Office of Chinese Language Council
International (Hanban)
11

OBJECTIVE ONE
12
Literacy is central to all education and forms a pivotal remit within Curriculum for Excellence. In order to explore the need to further develop practitioners’ understanding of literacy as a responsibility for all, LTS held a pilot literacy across learning event ahead of the publication of the new curriculum guidance.
The full-day conference was represented by the majority of local authorities.
Following a comprehensive evaluation of the day the literacy team established that rolling out a series of events across all local authorities would be extremely beneficial.
As a result, 2009 will see the team deliver a comprehensive events programme across Scotland to explore potential approaches to literacy in each curriculum area. Attendees will be given the opportunity to discuss the literacy outcomes and to share their understanding of what this means for them and how it will take shape in their own classrooms.
Case studies
LTS facilitated a series of pilot projects across six local authorities to develop meaningful exemplars of schools undertaking ‘in action’ projects on literacy across learning.
Six local authorities were chosen following a series of bids to develop literacy across learning using the then draft experiences and outcomes.
Each authority’s project was different to showcase the full extent of the interdisciplinary approach. For example, one local authority looked at extended writing across science, social studies and English. Another local authority completed a project on the Scots language across the entire curriculum.
All case studies were published online and projects updated and brought into line with the new experiences and outcomes following publication.
View online www.LTScotland.org.uk/annualreview09
Supporting English language learning
EAL (English as an additional language) project
As a result of the increasing numbers of children in Scottish schools who speak
English as their additional language,
LTS developed a range of resources, including training materials and guides, to build capacity within local authorities and give practitioners practical advice on how to improve literacy levels among this core group of pupils.
The EAL project supported a wide range of schools and centres across the country – reflecting the core aims of
Curriculum for Excellence by using an interdisciplinary approach to engage pupils with literacy and English.
The resources targeted core literacy requirements through sharing engaging teaching techniques to help all pupils access the curriculum and improve their literacy skills. Teachers were also introduced to the new literacy and
English experiences and outcomes in a meaningful context.
Following completion of the project, case studies were drafted and placed online to share experiences and good practice with the entire educational community.

Learning and Teaching Scotland Annual Review 2008/2009
LTS successfully designed and developed its Gaelic
Language Plan to support the National Plan for Gaelic.
Following the publication of the Gaelic
(Language Scotland) Act, LTS received statutory notice to develop a Gaelic
Language Plan within the framework of the National Plan. A steering group was quickly established and a draft plan designed and produced for consultation. consideration when planning and implementing all LTS business and that
Gaelic is treated, at all times, as an integral part of Scottish education.
The plan has identified a number of areas of development for LTS, responsibilities and potential timescales.
The plan is based on the principle that the Gaelic and English languages should be given equal respect. Its main aim is to ‘normalise’ the position of Gaelic to the extent that Gaelic requirements are given due
As part of its ongoing commitment to
Gaelic, LTS has appointed a dedicated manager for Gaelic who will support implementation of the plan following the consultation period.
Meuran National Gaelic
Conference
(held in March this year)
LTS worked in partnership with HMIE and SQA in the first event of its kind in Scotland to encourage better understanding of Gaelic language and culture amongst practitioners and local authorities. The event also provided the opportunity to briefly introduce the Gaelic experiences and outcomes in advance of the publication of
Curriculum for Excellence . The event was a huge success and LTS is reviewing platforms for future events.
13

OBJECTIVE ONE
14
Sector-leading, inclusive, creative and inspirational are just a few of the words that can sum up the work of the early years team over the past 12 months.
The Early Years Framework was published in December 2008 by the
Scottish Government and COSLA. The
Framework is founded on 10 elements of transformational change, which have been designed with a wide range of partners, to shift the focus of service design, delivery and funding towards prevention, early identification and early intervention.
Driven forward by LTS, in partnership with the Scottish Government, the creation and development of new national early years networks aimed to establish the early years sector as a fundamental model reference point.
Collaboration for success
The framework has seen the introduction of a more holistic and collaborative approach to child wellbeing, which promotes a more efficient way of working whilst further strengthening relationships with partner organisations, such as
NHS Health Scotland, HMIE, Scottish
Social Services Council, the Scottish
Commission for the Regulation of Care, SQA, Scotland’s Colleges and further and higher education institutions.
In a particularly busy year, the team has provided leadership and guidance in establishing new ‘Building
Capacity and Confidence’ networks to facilitate effective sharing across national networks, improve the quality of education and raise levels of achievement, participation and involvement of all learners. Most recently the team has established the pre-school into primary Transitions
Advisory Group (TAG) and the National
Early Years Local Authority Forum
(NEYLAF).
The development of Early Years Online has ensured ongoing support for practitioners, and Glow in particular offers a major CPD resource, breaking
National outcome success
Our work in the early years sector, including the establishment of the new national early years networks, has played a key role in helping to deliver the Scottish
Government National
Outcome ‘Our children have the best start in life and are ready to succeed.’ down barriers of time, distance and cost. Glow provides audiences with a wide range of opportunities to collaborate and share across Scotland.
The creation of a national Glow group for early years has strengthened this area and encourages practitioners, parents and children to collaborate and be creative in their approaches.
Curriculum for Excellence delivers smooth transitions
Curriculum for Excellence has been welcomed by the early years community. Holistic approaches, network building across the early years landscape and extensive partnership working support the underlying philosophy of Curriculum for
Excellence and the national priorities as defined in the Early Years Framework and ‘Getting It Right For Every Child’
(GIRFEC).
Where the previous 3–5 curriculum provided little opportunity for continuity between pre-school and primary school, the 3–18 focus of
Curriculum for Excellence has opened doors for transition.

Learning and Teaching Scotland Annual Review 2008/2009
15

OBJECTIVE ONE
Piloting partnerships between LTS and Scottish local authorities.
LTS has always had a significant role to play in working with local authorities.
To support this ongoing aspect of our work, four pilot projects were agreed in 2008 and have been running in partnership throughout the year with local authority chief executives and community planning partnerships.
Pilots were specifically identified by each authority to address significant local priorities.
In one of the authorities, the scope of work aims to extend the reach of
Glow, taking it beyond education.
Engaging with parents and extending the reach of Glow to other partner organisations have been prioritised with positive results.
National outcome success
LTS work in these areas is helping to ‘improve the life chances for children, young people and families at risk’.
In another authority, a secondary school is focusing on strengthening communication links with an emphasis on transition.
One of the pilots is investigating practice and CPD for staff working with children under 3 years of age, with targeted support from our early years team.
The fourth project is focusing on preparing and supporting staff to provide interdisciplinary services on a community campus. Success to date includes the completion of a widespread engagement and consultation programme with stakeholders and agreement on the values, aims and purposes for programme campus.
Following completion of each pilot,
LTS will evaluate its impact and use the lessons learned to inform our work in building capacity in the system.
16

Learning and Teaching Scotland Annual Review 2008/2009
As part of Curriculum for Excellence , LTS and the Scottish Government are working together with other key partners and local authorities to look at how best to support schools and education providers in recognising achievement beyond attainment.
Children and young people are developing their own important life skills through activities such as youth work, volunteering, part-time employment and even caring for an elderly or infirm relative. The Scottish
Government wants to ensure that these contributions are recognised.
We are working with the Scottish
Government to promote and develop partnerships between schools and youth work to ensure that the wider youth sector is able to contribute fully to the development and delivery of
Curriculum for Excellence .
Such partnerships will offer young people more choices within the curriculum, to recognise and value the totality of their learning experiences both in and out of school and improve the overall outcomes of young people.
Twelve Learning Community Groups
(LCGs) worked on collaborative enquiry projects to look at key features of recognising achievement at a local level including:
• The focus must be on learning and reflection, not activities.
• Learners must have ownership of their own achievements and what they include.
• Recognition of achievement must involve talking with and supporting young people.
• There is a need to develop common understandings and language across wider learning.
Each LCG found the project to be a useful exercise for the school and aims to continue their good work in the future. Two schools comment on their progress so far.
Arbroath Academy
Arbroath Academy commented that they ‘are moving to much higher levels of honest feedback from pupils’ and the school is now looking forward to engaging outside partners from the community who are able to offer the pupils opportunities through voluntary work schemes.
Perth Academy
Perth Academy reported that ‘both pupils and staff have learned that achievement is not just about activities, but about the learning that takes place through the activities – and the importance of making links to many areas of life and work’.
Moving forward, LTS is seeking to involve more schools, learning communities and practitioners in recognising achievement, with the objective of providing young people with a wide range of opportunities to develop skills, contribute as active citizens and gain valuable achievements outside the classroom
– supporting the four capacities of
Curriculum for Excellence .
17

OBJECTIVE TWO
LTS has again strengthened and developed effective partnerships across the integrated learning landscape. Gathering knowledge, sharing practice, and delivering effective and appropriate resources are our key strengths. Working together to understand and support all partners is the key to success. Here we look at just some of our achievements across the last 12 months.
To encourage all schools and centres across Scotland to become involved in Homecoming, LTS worked in partnership with local authorities to publicise the resources available, which in turn encouraged collaborative working.
The dedicated section also includes a link to PlaceBook Scotland, where people can share photos, writing, music and more to capture a sense of place, as well as a link which allows people to send a Homecoming
Scotland e-card.
This work will continue beyond the
Homecoming Scotland year and will leave a lasting educational legacy.
New resources for
Homecoming Scotland
Marking the 250th anniversary of the birth of Robert Burns, Homecoming
Scotland is a year-long nationwide festival that celebrates Scottish culture.
To support this important milestone in the Scottish calendar, LTS launched a range of new resources for early years centres and primary and secondary schools in order to capture their experiences and bring the celebrations to life.
A Homecoming Scotland website has been designed to showcase the country’s culture, history and rich and diverse heritage.
The web area includes an interesting feedback resource which enables schools to report on their Homecoming experiences and events. To promote good practice the stories can then be collated and experiences shared throughout the year on a specially created interactive map. This provides teachers, pupils, parents and the wider community with the opportunity to come together and work on interdisciplinary aspects of the curriculum and provides a Scottish context for the implementation of
Curriculum for Excellence .
Wha’s Like Us?
‘Wha’s Like Us?
’, introduced by the Homecoming National Group, was an initiative aimed at classes with pupils who have come to live in Scotland from other countries.
The project enabled pupils living all over Scotland to talk about their experiences living in this country.
The groups covered regular monthly topics for classes to work on together and, through Glow, offered pupils the chance to share and discuss their experiences and work in a series of Glow Meets.
To view some examples of pupils’ Homecoming experiences please visit: www.LTScotland.org.uk/annualreview09
18

Learning and Teaching Scotland Annual Review 2008/2009
‘Enlightenment ‘ image © VisitScotland/ScottishViewpoint.
19

OBJECTIVE TWO
20
Working in partnership to share good practice
Last year LTS worked closely with HMIE to hold a series of Good Practice conferences.
These events brought together practitioners from all sectors of education to consider the implementation of Curriculum for Excellence and highlight some of the very strong work taking place in education establishments and in other settings all over the country.
Four conferences took place focusing on science, home economics, healthy eating and special education.
Each conference aimed to reflect on current opportunities and improvements in education, raise awareness of curriculum influences and provide examples of good practice in learning and teaching.
For example, the main purpose of the
Healthy Food in Schools Conference was to support and challenge local authorities and schools, through sharing good practice, in ensuring effective implementation of the School
(Health Promotion and Nutrition)
(Scotland) Act 2007.
Materials drawn from the keynote and workshops at each conference have been made available on the Curriculum for Excellence website. These provide important CPD opportunities to help ensure that greater numbers of practitioners across Scotland are able to draw on the key messages and advice from Good Practice conferences in ways and at times that support their
CPD arrangements locally.
A new series of conferences is planned for 2009 and will be looking at maths,
Scottish history, arts and creativity, religious and moral education, autism, and religious education in Roman
Catholic schools.
Working closely with Scottish Government, we have supported the establishment of Parent Councils across
Scotland and developed greater understanding of how successful home/school partnerships are achieved.
National outcome success
Our work to support practitioners and parent councils is contributing to ‘our young people are successful learners, confident individuals, effective, contributors and responsible citizens’.
The LTS National Parental Involvement
Co-ordinator works with the Scottish
Government to promote parental involvement in education. We have been working in partnership with all local authorities, offering advice and providing input to their CPD and parent events. We have also provided national opportunities for sharing information and practice on the
Scottish Schools (Parental Involvement)
Act 2006.
A bank of examples to share practice, providing CPD for staff and supporting
Parent Councils, is now available on the parentzone website ( www.
LTScotland.org.uk/parentzone ).
Networking and Sharing Events for professionals and parents were held to share practice further. A termly newsletter has been established for
Parent Councils and headteachers, providing them with updates on key developments in education as well as practical ideas to support them in their different roles. The newsletter has provided them with regular updates as well as offering sources of information on Curriculum for Excellence.
Partnership working has been strengthened to ensure that there is an understanding of the issues that need to be considered in taking forward parental involvement, with particular focus on how parents can be involved in supporting Curriculum for
Excellence .
Partnerships have been developed with a range of organisations, including
Scottish Muslim Parents, the Catholic
Education Service, the Scottish Traveller
Education Programme, the Scottish
Network for Parental Involvement in
Children’s Learning, and Enquire. A group of key parent stakeholders has been established to listen to their views on important aspects of Curriculum for
Excellence.

Learning and Teaching Scotland Annual Review 2008/2009
Scottish Social Services Council Partnership
The Scottish Social Services Council
(SSSC) is a regulatory body for practitioners and managers in day care of children’s services or anyone with a social services background.
Over the course of the last year LTS has successfully forged strong working links with SSSC, a partnership that has proved to be mutually beneficial.
This relationship has led to increased opportunities for LTS including ensuring high level representation of the early years sector across a number of key organisations, which has in turn helped to keep development groups and key personnel up to date with current issues and practice.
In addition, and as a direct result of the partnership with SSSC, LTS has been able to play a lead role in influencing and shaping the new SCQF level 9, which all managers and heads of early years centres have to achieve by 2011 so that they can re-register.
The strength of the partnership is most noticeable through the regular column in the Early Years Matters publication as it demonstrates the commitment from SSSC to working with LTS.
21

OBJECTIVE TWO
22
Following the Schools (Health Promotion and Nutrition) (Scotland) Act
2007, Learning and Teaching Scotland established a dedicated health and wellbeing team within the organisation.
The team’s main remit is to build and develop partnerships across the health and education sectors, as well as working closely with NHS Health
Scotland on strategy, planning and the delivery of specific projects including commissioning of research and additional educational resources.
Over the last year the team has successfully built up a health and wellbeing network of representatives from NHS Scotland, local authorities, charitable groups, schools and organisations across the health service.
The network is supporting the mainstreaming of health and wellbeing across the education community and promoting health improvement.
These strong partnerships were essential to the success of developing
Curriculum for Excellence . The LTS team worked together with the group during the engagement process to edit and refine the final health and wellbeing experiences and outcomes.
The growth of the curriculum guidance, including the responsibility of all for health and wellbeing across learning, is a testament to the close working relationships established within the network, partners and key stakeholder groups.
Our team will continue to have a key role in supporting developments through working with a wide range of partners and stakeholders.
Supporting the HPV immunisation programme
LTS has worked with Health Protection
Scotland, NHS Health Scotland, NHS
National Services Scotland and Scottish
Government to support the Human
Papilloma Virus (HPV) immunisation programme in Scotland, which is designed to help protect girls against developing cervical cancer later in life.
The complexity of the programme in comparison with other existing teenage vaccinations and the crucial role of schools in its delivery has meant that partnership working
HPV vaccination is now available for all girls from year 8 to year 13
Don’t miss out! and good communication are key. LTS has contributed to the success m a
All girls born on or after 1 September 1990 and before 31 August 1997 can now have
the vaccination that protects against
cervical cancer. Girls born after 31 August 1997 will get the vaccine routinely in school year 8.
For more information, talk to your school nurse or GP surgery, or go to www.nhs.uk/hpv or phone NHS Direct on 0845 602 3303 .
Beating cervical cancer of the first year of this programme through web pages and links on the
LTS website to other sites supporting this programme.
Key Fact: Provisional figures at mid-
February 2009 show that overall uptake of the HPV vaccine amongst girls in second, fifth and sixth year of secondary school in Scotland is already
92.2 per cent for the first dose and
87.8 per cent for the second dose.
(Source: http://isd.scot.nhs.uk)
With the Scottish Government’s commitment to improving the health of the nation and with health and wellbeing established as the responibility of all teachers, our team will continue to have a key role in supporting developments through working with a wide range of partners and stakeholders.

Learning and Teaching Scotland Annual Review 2008/2009
LTS is working in partnership with the Scottish Crime and Drug
Enforcement Agency (SCDEA) on the Scottish Government’s Substance
Misuse Education Steering Group. The two organisations are working together to support teaching staff and partners to deliver quality substance misuse education to Scotland’s children and young people.
This partnership works closely with the SCDEA Interventions Team and the National Drug Co-ordinator.
The Intervention Team (formerly the Drug Strategy Unit) is a key participant in progressing the Scottish
Police Service’s contribution to the non-enforcement aspects of drug misuse in Scotland. The group’s coordinating and strategic role is widely acknowledged, with support provided to police forces and non-enforcement bodies in Scotland.
LTS also linked with the SCDEA to develop support materials for use with P7 pupils both before and after the 2008 Choices for Life events. The
Choices for Life programme, created by the Scottish Police Service with local authorities and supported by the Scottish Government, is designed to help children make positive life decisions. The events help children resist peer pressure and show them the benefits of opting for a healthy lifestyle, free of tobacco, alcohol and other harmful substances. Along with other partners on the steering group,
LTS contributed to the key messages on substance misuse for the events and supported the development of evaluation with pupils and teachers
(www.choicesforlife.com)
Along with the SCDEA, LTS provided support to a pilot at Girvan Academy by developing links with the
Columbian Government’s Shared
Responsibility programme. This enabled the pupils to examine the impact of cocaine cultivation in
Columbia and the impact of its use in
Scotland. This interdisciplinary project involved peer-learning, a Columbian themed week and links with pupils from a Columbian school, using Glow.
National outcome success
Our contribution to the key messages on substance misuse is ‘improving the life chances for children, young people and families at risk’.
23

OBJECTIVE TWO
24
Bernard McLeary, Chief Executive of LTS, said: ‘As the implementation of Curriculum for Excellence moves forward, we need to continue to develop and strengthen the links between our schools and the other learning providers that give Scotland’s young people access to more choices and opportunities’.
Following the publication of the
Scottish Government’s Youth Work
Strategy: Moving Forward, LTS recognised the need to strengthen the partnerships between youth work organisations and schools.
The current transformation of Scottish education requires schools, youth workers and other partners to ensure that young people are given the best possible choices and chances through the development of effective partnerships.
National outcome success
Our work to raise awareness of the opportunities that school and youth work partnership presents is
‘mproving the life chances for children, young people and families at risk’.
Partnership success
LTS has worked in close partnership with YouthLink Scotland to carry out a mapping of schools and youth work practice nationally. The work has resulted in the identification of case studies which demonstrate the youth work contribution to Curriculum for
Excellence and in improving outcomes for Scotland’s young people. The
National Development team has worked with other LTS colleagues and Youthlink Scotland to raise awareness in local authorities, schools and third sector organisations of the opportunities that school and youth work partnership presents in:
• supporting transitions
• improving health and wellbeing
• developing literacy and numeracy
• promoting and recognising
achievement
• community-based learning
• promoting citizenship.
Key partnerships
• Youthlink Scotland
• Fairbridge Scotland
• Duke of Edinburgh Award
• Young Scot
• Scottish Youth Parliament
• Boys Brigade
• YMCA
One to Watch
Bridging the Gap: Working
Together
A publication to be released in the coming year entitled Bridging the Gap:
Improving Outcomes for Scotland’s
Young People through School and
Youth Work Partnerships will celebrate the range of school and youth work partnerships in Scotland. Packed with inspirational examples and practical case studies it will show how these sorts of partnerships are already leading to improved outcomes for young people.

Learning and Teaching Scotland Annual Review 2008/2009
25

OBJECTIVE THREE
LTS is strategic and forward thinking and our reputation for quality and innovation has continued to draw recognition both nationally and internationally. This chapter will showcase some of our most exciting and innovative programmes through 2008/2009, including
Curriculum for Excellence online, CPD Find and Reflect and celebrating 10 years of the Scottish Learning Festival.
26
We managed and delivered Glow on time, to budget, and will continue to work with every Scottish local authority to provide the support required to take forward this ambitious IT project.
Groundbreaking Glow
Glow continues to roll out across the country. By April 2009, over
420,000 accounts had been created and that month also saw the intranet celebrate its two millionth login. This figure doubled from one million to two million in just a matter of weeks.
We are confident that all 32 local authorities will go live over the coming year.
The national Glow groups are open to all users, including staff, pupils, parents and guests. Dedicated areas for pupils have also been established in the national groups and a programme of events for pupils is being developed that will provide educational opportunities and break down geographical barriers.
established to provide support.
Professional learning communities are continuing to grow, with new requests for the creation of national communities on a regular basis. Having collaborative groups in Glow will help drive forward the development of
Curriculum for Excellence in both local and national settings.
trained others in the use of Glow with each local authority taking charge of their own training model. In addition to this model, LTS has provided additional support in the form of online video tutorials and PDF user guides that make it possible to learn how to use Glow without any formal training. Indeed, Highland Council has now based its training model on staff making use of these high quality resources.
Glow Mentors
The last 12 months have seen LTS provide nationwide Glow Mentor training across all local authorities.
Many of these mentors have then
Glowing new records
Over 60 schools and 1000 early years pupils from across Scotland joined together in the biggest ever National Glow Meet to hear the story of Percy the Puffin and his adventures on Craigleith Island.
Curriculum for Excellence
Curriculum for Excellence and Glow are working together to enhance teaching and enrich learning by enabling innovation in teaching approaches, supporting personalised learning and motivating young people to work independently and collaboratively. The opportunities for sharing and working as a team through Glow will help our teachers become the 21st century professionals Scotland needs for the future.
This type of approach not only gets children enthusiastic about their learning but also helps them make connections across different subjects and instils a deeper knowledge and understanding. The event is an example of how Glow is providing unique learning opportunities for children that could be difficult for schools and pre-school centres to organise themselves.
Glow provided a safe and secure environment to bring together each establishment, practitioner and child on the same digital network, allowing them to work together, whatever their location.
Practitioners who logged on during the event could collaborate with each other through Glow, providing an opportunity for early years children from different establishments to work together after the event.
Clear links have been established between the public-facing LTS online service and the secure environment in Glow. Each curriculum area in the newly developed Curriculum for Excellence website has clearly signposted links to dedicated areas of Glow and National Glow Groups for each curriculum area have been
The largest ever Glow Chat also took place this year when the Glow team, in association with the Scottish Book Trust, broadcast a talk by Anthony
Horowitz, author of the popular ‘Alex Rider’ books. A record-breaking 5000 pupils and practitioners logged on to ask Anthony questions in real time.

Learning and Teaching Scotland Annual Review 2008/2009
Fiona MacAlister, Class Teacher, Drumlemble
Primary School, Argyll and Bute, on reviewing the success of the Anthony Horowitz Glow chat stated she was particularly impressed by the event. ‘If there is a way to encourage children to want to read and write this is definitely it – the children were desperately hunting the library to read his books. Anthony
Horowitz is living proof that writing can be fun,’ says Fiona.
‘Glow Meet opens the door to children in rural schools who cannot attend events easily.
The children can’t wait for the next one.’
Fiona’s pupils were equally impressed. ‘It was amazing to be able to be part of the meet,’ said one, while another commented, ‘Anthony gave us great tips for writing stories.’
Praise for Glow
George Lucas, Star Wars director and founder of the George Lucas Educational
Foundation, addressing the US Congress.
‘This year we describe a project from Scotland called Glow, which provides every Scottish school with a common e-platform for student and teacher email, for parents to have regular communication with their schools, for publishing school websites and for features such as online course and videoconferencing between schools .
This kind of common platform makes perfect sense. As companies and government agencies do, school districts and states should invest in ensuring that each of their locations has the same suite of online tools for their work and communications.’
27

OBJECTIVE THREE
28
LTS develops its online service to provide a platform for the successful delivery of Curriculum for Excellence .
LTS Online Service continues to lead in its sector
Learning and Teaching Scotland is committed to ensuring a world-class, cutting-edge ICT service which fully supports learning, teaching and continuing professional development.
The LTS Online Service – with in excess of 30,000 web pages of resources and more than 4.5 million visits each year – engages, inspires and informs teachers and practitioners by providing websites that offer resources, guidance and support for all those involved in the education of children and young people aged 3–18.
Given the scope of delivery and service, the redevelopment of the LTS Online
Service to provide a new platform for the successful delivery of Curriculum for Excellence was nothing less than a mammoth task.
Online in action
A dedicated project team was established in August 2008 to take the project to its completion in time for the online launch of the experiences and outcomes in April this year.
Stakeholder management, risk management and change management were all key considerations in achieving a successful outcome.
Lengthy and far-reaching consultation included vigorous user testing of designs, information architecture, and load testing to check performance of systems.
Web traffic analysis
In the last 12 months:
• web users increased from 3.9 million to 4.9 million
• 2 million unique users visited the LTS Online Service
• 31.6 million page views
• Curriculum for Excellence :
Introduction to experiences and outcomes was the most popular download during April 2009 with 53,000 hits
• Curriculum for Excellence and
Glow Scotland attracted the highest number of visits overall
Promoting excellence in professional development
CPD Find, the national database of
CPD, is a unique resource built and managed by LTS in collaboration with
Research Machines (RM).
opportunities are free, providing better value for local authorities.
LTS adopted a cleverly targeted approach to promoting this tool and, as a consequence, in excess of 120 teachers per day, equalling almost
30,000 visits per year, now use this resource. Furthermore, almost all of
Scotland’s local authorities now have a direct link to CPD Find.
CPD Find provides a number of courses or opportunities that may not be communicated through more traditional mediums, a whole host of which can give the profession the ability to incorporate Curriculum for
Excellence into their own practice.
The tool showcases CPD opportunities from a number of well-respected providers all over Scotland (now in excess of 200). A number of the
Reflect on progress
Currently a series of trials has begun to test CPD Reflect, an additional tool which will allow practitioners to better plan their professional development and chart and reflect on their progress.

Learning and Teaching Scotland Annual Review 2008/2009
29

OBJECTIVE THREE
The Scottish Learning Festival 2008 was the biggest and best to date, offering educationalists the opportunity to attend the largest CPD event of the year and enabling schools and local authorities to showcase the best of Scottish education to a worldwide audience.
Praise for Scottish Learning Festival
Fiona Hyslop said: ‘ Congratulations to Learning and Teaching Scotland for organising this event. I have already been given a flavour of some of the activities this morning and I’ve been struck by the real buzz around the venue. There is a sense of energy and excitement which clearly reflects the huge interest in the event. This is a truly important occasion – one of the key events of the year.’
Pasi Sahlberg , World Bank Senior Education
Specialist, said: ‘If there is a good example of a professional occasion for teachers and educators in the knowledge society, this is it.
I hope that it will spread.‘
The Times Educational Supplement said: ‘This is the biggest Scottish education event – and potentially the best professional development opportunity of the year.’
Over the last decade, the Scottish
Learning Festival has gone from strength to strength and is now a key date in the education diary. Organised by LTS, the two-day festival is free to all delegates.
In 2008 the festival hosted a combination of stimulating keynote addresses, spotlight sessions and over 170 seminars, together with the largest education resources exhibition in Scotland, with around 200 exhibitors covering all curriculum areas and levels of education. The success of the festival is due largely to this unique conference and exhibition formula, enabling teachers and practitioners to learn and share best practice.
through Glow Meet. This session extended the reach of the festival, allowing those unable to attend to put their questions to the Cabinet
Secretary.
With a worldwide reputation, the festival attracts delegates from across the world, with visitors in 2008 coming from as far afield as Australia, Bahrain,
Estonia, Germany, Iceland, Norway and
Pakistan.
Other new features of the festival in
2008 were:
• Topic Surgeries hosted by leading educationalists from across
Scotland
• The Education Showcase, hosting launches, demonstrations and workshops
• Conference in Pictures – a unique and interactive way for visitors to share ideas and opinions.
The main theme of the festival was
Curriculum for Excellence , which was underpinned by Glow, the national education intranet managed by LTS. A number of seminars offered delegates the opportunity to learn more about how the tools provided by Glow support Curriculum for Excellence .
Visitors were given the chance to hear real-life examples of good classroom practice and hear how Glow has created an appetite for learning.
The Scottish Learning Festival is a major opportunity for CPD, with
92 per cent of visitors rating it as supportive of their professional development and 72 per cent of visitors saying they are very or quite likely to make changes to their educational practice as a result of attending the Scottish Learning
Festival 2008.
Prior to the festival, Glow users had the chance to ask questions live of
Fiona Hyslop, Cabinet Secretary for
Education and Lifelong Learning,
30

Learning and Teaching Scotland Annual Review 2008/2009
2008 Highlights
• More than 7000 delegates attended
• Attracted delegates from as far away as New Zealand, Pakistan,
Bahrain and Australia as well as
Sweden, Norway and Germany, who all came to view the best of
Scottish education
• Main themes were Curriculum for
Excellence and Glow
• Teachers and local authorities across Scotland showcased some of the most innovative work currently taking place in Scottish schools alongside speeches by world-renowned speakers
• Energising keynotes
31

OBJECTIVE FOUR
This chapter details how LTS proactively delivered an efficient and effective public service.
32
The Scottish Government’s Efficient Government Programme aims to tackle waste, bureaucracy and duplication in Scotland’s public sector. During 2008/09 LTS undertook a number of activities to contribute to the overall aims of the programme.
National outcome success
Our work to realign our strategic planning processes directly with the Scottish Government National
Performance Framework – which has included the development of a Best Value Strategy – has ensured that we directly contribute towards the Scottish
Government National Outcome
‘Our public services are high quality, continually improving, efficient and responsive to local people’s needs.’
The past 12 months have seen LTS realign its strategic planning processes with the Scottish Government
National Performance Framework, ultimately moving the organisation towards an outcome-based planning and performance approach. This is clearly illustrated in the Performance
Framework table on page 34.
Best value
In light of guidance issued by the
Scottish Government and Audit
Scotland, LTS has developed a Best
Value Strategy. In order to monitor our performance in this area a programme of best value reviews has been established across all aspects of our business, resulting in a best-value report.
Internal controls
Internal audit is a key part of LTS’s internal control framework. Our internal audit processes are designed to add value and identify areas for improvement through independent, objective assurance. This systematic and disciplined approach to evaluating and improving the effectiveness of risk management, internal controls and governance helps LTS achieve its objectives.
As part of this realignment process and further demonstrating our aspiration to developing a culture of continuous improvement, LTS has put in place a series of robust quantitative and qualitative measures which enable us to self-evaluate and continually improve our performance.
We have ensured efficiencies, allied to the pressures on general funding, have not impacted upon our ability to deliver across the organisation.
In 2008/2009 the following areas were highlighted through the internal audit reports as examples of good practice:
• Programme communication – the establishment of a Programme
Review Board for each programme has helped facilitate knowledge sharing between programme directors and identify shared issues and risks.
• Business continuity – enhancement to our business continuity planning process has seen the creation of an
Emergency Recovery Team, with a designated leader and clear guidance to communication lines and authority levels in the case of an emergency.

Learning and Teaching Scotland Annual Review 2008/2009
The Scottish Government national outcomes are at the heart of everything that we do.
National outcome success
Our work on a series of energy- saving recycling programmes to raise awareness and emphasise our dedication to reducing waste and promoting sustainability has contributed towards Scottish
Government National Outcome
‘ We reduce the local and global environmental impact of our consumption and production.’
Corporate social responsibility
LTS is committed to reducing its impact on the environment through the effective management of its resources.
During 2008/2009 LTS launched a series of energy saving and recycling programmes to raise awareness and emphasise our dedication to reducing waste and promoting sustainability. We targeted energy consumption, paper production, travel and recycling. The results have been encouraging. Examples include a
20 per cent reduction in our energy consumption and vehicle hire down by 50 per cent on the previous year, resulting in a marked reduction in our overall carbon footprint.
Our corporate social responsibility commitments extend to our people.
This year we further strengthened and raised awareness of our equal opportunities and diversity policies and actively promoted the achievement of a positive work/life balance.
We also encourage and support staff to become involved in community and charitable work, for example this year we have contributed management advice and expertise to the innovative Pilot Light project, which provides business expertise to charities and cash-poor organisations carrying out socially beneficial work.
Risk management
LTS’s risk management policy sets out our attitude to risk and our approach to managing the potential barriers to achieving our objectives. Our risk and internal control processes are integrated with the Performance
Management Framework (illustrated overleaf) to ensure focus around our business objectives.
This year an independent review of the risk process was carried out by our external auditors. It stated that: ‘overall we did not identify any weaknesses ... which we consider a significant internal control issue’.
33

PURPOSE
To contribute to the sustainable economic growth of Scotland through the education of Scotland’s young people
SCOTTISH
GOVERNMENT’S
STRATEGIC
OBJECTIVE(S)
SCOTTISH
GOVERNMENT’S
NATIONAL
OUTCOMES
SMARTER
Expand opportunities for people in Scotland to succeed from nurture through to life long learning, ensuring higher and more widely shared achievements
Wealthier and fairer
Healthier Greener
Safer and stronger
Our children have the best start in life and are ready to succeed.
We are better educated, more skilled and more successful, renowned for our research and innovation.
We have improved the life chances for children, young people and families at risk.
We reduce the local and global environmental impact of our consumption and production.
Our young people are successful learners, confident individuals, effective contributors and responsible citizens.
Our public services are high quality, continually improving, efficient and responsive to local people’s needs.
LTS
CORPORATE
OBJECTIVES
Lead innovation in technology, teaching and learning
Deliver world-class learning experiences for Scottish education
Develop new partnerships across
Integrated learning landscape
Deliver an efficient and effective public service that is responsive to emerging trends and issues
34
• In 2008 LTS benchmarked its corporate services with
38 non-departmental public bodies with impressive results. LTS compared favorably in 85 per cent of the indicators assessed – the remainder forms the basis for the best value and continuous improvement plans for 2009–2010.
• The 2009–2010 forward business plan succeeded in aligning the budget, corporate planning and performance framework.
• To support the delivery of national outcomes LTS reviewed its key processes in finance and human resources (HR) with a view to actively progressing through 2009–2010. In addition, our programme management methodology and governance structures were subject to a thorough internal and external audit with both reporting positively overall.
• LTS is committed to developing the capacity, capability and flexibility of the organisation and is responsive to emerging trends and issues. Cross-programme working has been a key feature in our approach to learning and knowledge management over the last 12 months and will develop further through 2009–2010.

Learning and Teaching Scotland Annual Review 2008/2009
Shared service agenda
Building on the success of shared services in facilities management, distribution services, printing, security, catering and cleaning, a comprehensive feasibility study was carried out to review the potential for further sharing of services.
The first phase involved reviewing key processes in finance and HR and a business case is currently being developed for consideration by the LTS Corporate
Management Team. We will continue to work with our partners to ensure that efficiency gains through developing and implementing best business practice, business process improvements and sharing services deliver a service that is as effective and efficient as possible.
Spotlight on success
The LTS distribution function in Dundee won a Care
Commission contract to deliver their distribution services over the next three years. This new contract builds on previous success of providing a range of distribution services to Scottish National Heritage and other public bodies.
35

36
The diary for the next 12 months is already packed full and promises to be just as proactive with further development of resources and support for the implementation of Curriculum for Excellence.
Partnerships
We will maintain our close working partnerships to support the profession through the implementation of
Curriculum for Excellence in the months and years ahead. More exemplars and case studies of best practice will be made available online, alongside other resources, to help practitioners across education take
Curriculum for Excellence forward in their own area.
autumn 2010, is an important part of the online support, which will be provided nationally.
We will be working in partnership with the Scottish Government and the SQA to manage its development.
Similarly, we will be working with partners to refocus the Scottish Survey of Achievement (SSA) to assess literacy and numeracy within Curriculum for
Excellence .
Collaboration and integration will continue with current and recent work shared on an international basis through the forthcoming SCIPD study tours.
We will continue to build and extend our partnerships with Scotland’s local authority chief executive and
Community Planning Partnerships to ensure that we shape and tailor our programmes to meet the individual needs and local priorities of each region.
Assessment
Following the publication of the
Assessment Framework, LTS will be undertaking a series of seminars to support professional development on assessment within Curriculum for
Excellence . The National Assessment
Resource, which will be available in
Senior phase
LTS will continue to lead in working with an increasingly wide range of partners to support the process of discussing and designing curriculum structures that reflect national policies, and local contexts and priorities.
For example, our more in-depth work on the senior phase, taking account of developments in assessment and the next generation of National
Qualifications, will involve local authorities, schools, colleges, youth workers, voluntary organisations, Skills
Development Scotland and others.
Further materials and early insights to assist and support practitioners in planning and designing the senior phase will also be made available on the Building your Curriculum web area.
Our work will help to ensure that our young people experience a senior phase which builds fully on the earlier stages of their education and provides suitably broad preparation for adult life, including further/higher education or employment.
The future of Glow and online
Glow will help deliver the aspirations of Curriculum for Excellence .
Innovative advancements in Web 2.0 technology mean that looking ahead we will review and refresh Glow as we look to the future of Web 2.0 tools and technology and how they can further benefit education.
The next phase of development of the online service is to align all content to the new education framework. The strategic objective is to enhance the relationship between the LTS Online
Service and Glow in order to improve the user experience and to continue to lead innovation in new technologies for learning and teaching.
Glow is being used to effectively harness young people’s enthusiasm for new and developing technologies. It has opened up how we communicate and collaborate, bringing social and collaborative technologies into the classroom to harness their potential in a learning environment. By bringing electronic discussion boards, chatrooms, instant messenger, web conferencing, blogs and wikis into the classroom, pupils can interact with their teachers and peers in ways before not possible, bringing learning to life

Learning and Teaching Scotland Annual Review 2008/2009 using tools and environments that many young people feel comfortable with and are excited about using.
Dedicated areas for pupils have been established in national groups, and a programme of events for pupils around the country to take part in is being developed. This will be a real focus for the use of Glow nationally in session 2009/2010, providing educational opportunities that would ordinarily be outwith the capacity of a local school, or might prove complex due to geographical location. Glow helps break down these traditional organisational or physical barriers.
Furthermore, Glow is enabling groups of individuals with shared interests to meet up and form learning communities. Already we have seen the establishment of Glow groups based around ‘interest’ rather than
‘location’. Glow has been seen as a central tool in the development of new learning communities in many local authorities and across the country.
There is growing interest in access to Glow for Scotland’s Colleges and to support this LTS has held a successful pilot, using Glow, with
Dundee College. This is a key future development for the delivery of Glow as our young people will leave school having had access to the tools and functionality of Glow, expecting similar levels of connectivity as their learning develops beyond school.
LTS works closely with its partners to support learners in a variety of means, bringing new opportunities to learners through digital collaboration that would otherwise have been lost to them. No longer is location or timetabling an issue in accessing quality education provision from partner agencies as Glow provides a common digital platform that can be accessed anywhere, anytime.
Scottish Learning Festival
This September at Glasgow’s prestigious SECC, the Scottish Learning
Festival will be celebrating its tenth year of success. What an exciting milestone.
The theme is celebrating ‘Curriculum for Excellence: Making the Change’.
The keynotes and seminars will all help develop and support Curriculum for
Excellence for the year ahead.
For more information on the Scottish
Learning Festival visit: www.scottishlearningfestival.org.uk
Within that context, and in relation to the Scottish Government’s More
Choices, More Chances programme it will, for example, enhance our support for the early years and youth work sectors and our work in promoting literacy, numeracy and health and wellbeing.
Overall, this development will bring a clarity and focus and further strengthen the effective delivery of
CLD work within the context of our ongoing support for the business, community and voluntary sectors, and will further strengthen our ongoing commitment to lifelong learning and the delivery of a first-class education system for all.
Learning Connections
LTS has welcomed the outcome of the strategic review of Learning
Connections and the recommendation that we assist in supporting the practice development and long-term policy implementation functions.
Our focus
The focus remains on our targeted support for teachers and the profession. LTS will continue to provide guidance to support implementation of Curriculum for
Excellence and CPD across the country that will include gathering knowledge, sharing practice and providing effective and appropriate resources.
The bringing together of these aspects of the Learning Connections remit within LTS will strengthen the service we provide to the Community
Learning and Development (CLD) sector helping to promote, shape and develop the skills of people within their communities across Scotland. This will realise synergies and benefits in the work we already do in helping to implement Curriculum for Excellence .
LTS will deliver innovative solutions for a modern world and continue to lead in many aspects of Scottish education and technology. We are a dynamic organisation, ready to take forward the changing needs of
Scotland’s educational landscape.
We recognise the opportunities
Curriculum for Excellence offers as a lifelong learning agenda and we will move learning forward in its widest context.
37

38
Income and Expenditure Account for the year ended 31 March 2009
Income
Own and third-party software sales
Other Income
Operating Expenditure
Staff related costs
Publication and consultancy
Grants payable
Adminstration, depreciation and building expenses
Cost of own and third-party software
Other costs, including irrecoverable VAT
Operating result
Net financial receipts
Excess of expenditure over income for the year
Note
The above figures are shown before the receipt of £19,353,446 in Scottish Government funding to support our educational programmes and general activities.
Balance Sheet as at 31 March 2009
Fixed assets
Current assets
Creditors due within one year
Creditors due after one year: pensions liability
Reserves
£
1,799,555
10,006,973
-5,035,613
-2,757,000
4,013,915
4,013,915
1,225,893
1,954,048
3,179,941
10,336,263
2,958,492
2,187,914
1,590,845
1,153,346
3,034,787
21,261,647
-18,081,706
320,954
-17,760,752

Learning and Teaching Scotland Annual Review 2008/2009
John Mulgrew OBE (Chair), Former Executive Director of Educational and Social Services, East Ayrshire Council
Bernard McLeary, Chief Executive, Learning and
Teaching Scotland
Professor Douglas Weir, Emeritus Professor in the Department of Curricular Studies, University of
Strathclyde
Graeme Ogilvy, Director, Construction Skills Scotland
Professor James Conroy, Dean of Faculty of
Education, University of Glasgow
Carole Ford, Headteacher, Kilmarnock Academy
Louise Hayward, Senior Lecturer in Educational
Studies, University of Glasgow
Jacqueline Hepburn, Alliance Director Scotland,
Alliance of Sector Skills Councils Scotland
Mr Iain Nisbet , Head of the Education Law Unit,
Govan Law Centre
Board Special Advisers
Christine Pollock, Executive Director of Learning and
Leisure Services, North Lanarkshire Council
Gavin Whitefield, Chief Executive, North Lanarkshire
Council
Louise Hayward (Chair), Senior Lecturer in
Educational Studies, University of Glasgow
Andrea Batchelor , Head of Education for Inclusion
Services, South Lanarkshire Council
Alison Cameron , Quality Improvement Officer, North
Lanarkshire Council
John Gray , Principal Teacher of History, Oldmachar
Academy, Aberdeen
Paul Harris , Professor of Screen Media, Abertay
University
George MacBride , Educational Consultant
Louise Macdonald , Chief Executive, Young Scot
Gordon Mackenzie OBE , Rector, Balwearie High
School, Kirkcaldy, Fife
Bernard McLeary , Chief Executive, Learning and
Teaching Scotland
John Mulgrew , Chair, Board of Learning and
Teaching Scotland
Mary Nasmyth , Managing Director, Nasmyth
Associates
Paula Yates , Assistant Director, Children’s Services,
Cheshire County Council
39

40

Learning and Teaching Scotland Annual Review 2008/2009
41

Learning and Teaching Scotland
The Optima, 58 Robertson Street,
Glasgow G2 8DU
Customer Services: 08700 100 297 enquiries@LTScotland.org.uk
www.LTScotland.org.uk
Registered number SC200241. VAT number 260 5872 54. Charity Number SC030217