ENABLING YOUNG PEOPLE TO ACHIEVE
Working with Community Learning
Development (CLD) and partner providers.
Learning Together Resource
Learning together resources use carefully
selected videos of excellent practice
and information from
The Journey to Excellence website.
Whilst you watch examples of
practitioners and learners, and listen
to the perspective of researchers, you will
be encouraged to carry out activities and
put your learning into your practice.
V1 Sept 2012
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ENABLING YOUNG PEOPLE TO ACHIEVE
Working with CLD and partner providers.
Learning Together Resource
Who is this for?
The pack has relevance for a wide range of partners
and professionals working in all sectors and contexts
who contribute to the implementation of Curriculum
for Excellence.
It is designed to help you reflect on the implications
of achievement for your practice.
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ENABLING YOUNG PEOPLE TO ACHIEVE
Working with CLD and partner providers.
Learning Together Resource
The resource is presented using a slideshow format.
•
Slides can be accessed in succession, using
arrow keys, through hypertext links or navigation
buttons.
Hypertext links are live in slideshow
format only.
An asterix* highlights there is additional information
in the notes pages of a particular slide.
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ENABLING YOUNG PEOPLE TO ACHIEVE
Working with CLD and partner providers.
The resource is organised in 4 sections.
Each can be accessed individually or in succession.
Introduction
Improvement
Guides
Activities
Videos
Additional resources can be found after the activities section.
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Building on learners’ achievement
‘Personal achievement provides children and young people with a
sense of satisfaction and helps to build motivation, resilience and
confidence. The experiences and outcomes include opportunities for
a range of achievements in the classroom and beyond.
All establishments need to plan to offer opportunities for
achievement and to provide the support and encouragement which
will enable young people to step forward to undertake activities
which they find challenging. This is one of the key areas where
schools need to work closely with voluntary youth organisations to
help young people access information and opportunities and make
their voices heard.’
– Building the Curriculum 3
INTRODUCTION
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Skills for learning, skills for life and skills for work
‘Working in partnership affords young people a broad range of
opportunities and scope for greater personalisation and choice, with
benefits for both the young person and the partner organisation.
Working with each other, and with other partners such as parents,
employers, public bodies and voluntary organisations, can help
schools and other learning providers to make the most of their
contribution and recognise their part in promoting lifelong learning. In
implementing the Experiences and Outcomes and planning for the
senior phase of learning all partners, including learners themselves,
will need to review the way they plan, reflect on and evaluate the
development of skills for learning, life and work.’
Building the Curriculum 4
INTRODUCTION
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Building on Learners’ achievement
Planning learning across settings
‘Children and young people achieve success in learning
through planned activities in a range of settings and in
their lives at home and in their local community. These
activities may be provided by youth organisations, clubs
and interest groups, in community provision or by
activities organised by young people themselves. It is
important that, through their involvement in such activities,
learners build on and progress in the skills and attributes
that they are developing. Recognition of as much of their
achievement as possible makes learning more relevant
and motivating.’
Building the Curriculum 5
INTRODUCTION
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ENABLING ALL YOUNG PEOPLE TO ACHIEVE :
Working with CLD and partner providers.
Who is this for?
This programme is for all members of a school and learning community to
carry out together.
It is particularly relevant for leaders in schools and in other learning settings
who wish to engage or re-engage their staff in discussions about
achievement, both in a school and in other learning settings. *
INTRODUCTION
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VIDEOS
The following two slides link to a sample of clips showing effective practice in achievement These
can be viewed online or downloaded. They can be accessed by clicking the school name on the
slide. Alternatively, enter the school name into the video search engine on The Journey to
Excellence online resource. The clips are also available at iTunes U.
Turnbull HS
ASDAN Award
Denny High School
Dance Academy
Glasgow Academy
Enriched learning
Videos
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VIDEOS
Park Mains HS
Duke of Edinburgh Award in the community.
Drumchapel ITTC
Glasgow Academy
Outdoor Learning
Videos
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Improvement Guides – What is excellence in achievement ?
The following improvement guides provide information on achievement. They are part of a series
available on the Journey to Excellence online resource. They illustrate the different between
good practice and excellent practice in achievement. They can be applied in any learning
context.
Assessing progress and achievement
Enabling all children and young people to achieve
Leadership and coordination
Monitoring, recording and tracking success
Multi-agency approaches to improve learning
Recognising achievement
Profiling success in achieving outcomes of learning
Reporting on success in achieving outcomes
The school in its community
Working with partners to meet the needs of children and young people
Improvement guides
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Activities
Activity 1
This activity helps you to set the scene for what you want young
people in our learning community to achieve.
Activity 2
This activity helps you to focus on reviewing and developing
opportunities for achievement within the context of a school.
Activity 3
This activity looks at developing opportunities for a young person
using National Award programmes.
Activity 4
This activity develops your thinking for maximising opportunities for
achievement in partnership with other organisations and the local
community.
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Activity 1- Setting the Scene
Where possible divide staff, including support staff, into groups of six to eight. It would
be helpful for an unpromoted member of staff or a member of a key partner
organisation to chair the groups.
Group starting point:
The national vision for all children to: Develop their capabilities as successful
learners, confident individuals and effective contributors to society
where children should be - Safe, healthy, achieving, nurtured, active, respected,
responsible and included
Groups should record their thoughts on the discussion topic on flip charts or
PowerPoint slides and display them for everyone to see.
Group discussion prompts:
• What do we want the young people in our learning community to achieve?
• How do we know what they are achieving and what else they are capable of?
• How engaged are young people in discussing all of their learning?
Prompts to support self-evaluation
• How well do we understand the learning opportunities available?
• Are the opportunities for achievement that we currently offer sufficiently ambitious and challenging?
• Do we continuously monitor, and respond appropriately to, young people’s readiness to be included in
more challenging tasks? Do we use flexible approaches in our opportunities for achievement that meet the
needs and learning styles of all learners?
• How do we know all of the above?
• Do we have evidence?
Activities
ACTIVITY
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Activity 2
Developing further opportunities for achievement in schools and establishments
Teachers should report to parents on their child’s achievement in terms of levels as well
as using brief qualitative comments to reflect ‘how much’ and ‘how well’ their child has
achieved. Assessment approaches should help learners to show their progress through
the levels and enable them to demonstrate their achievements in a range of ways which
are appropriate to learning.
Watch the illustrative movies:
Denny High School Dance Academy Glasgow Academy Enriched learning
In groups discuss the following questions:
• How well are the learners achieving and progressing? How do you know?
• How did these examples monitor, and respond appropriately to, young people’s
readiness to be included in more challenging tasks?
• What features from these examples could we replicate in our learning community?
What would we need to change?”
In groups summarise the results into a grid, share, discuss and reflect upon this with colleagues.
Stop doing
Activities
Keep doing
Start doing
ACTIVITY
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Activity 3
Developing opportunities for achievement using National Award programmes
Watch the illustrative movies:
Park Mains HS Duke of Edinburgh Award
Glasgow Academy Outdoor Learning
Turnbull HS ASDAN Award
Re-form into different groups to discuss the following questions:
• How did these examples meet the needs of all learners?
• How are these awards used to recognise learning and enable progression?
• How well does this learning articulate with learning in other settings including
classrooms?
• What features from these examples could we replicate in our learning community?
What would we need to change?
Each group should now summarise the results into a grid and share, discuss and reflect upon this with
colleagues.
Stop doing
Keep doing
Start doing
Activities
ACTIVITY
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Activity 4
Developing opportunities achievement in partnership with
other organisations and the local community
Watch the illustrative movies:
Park Mains HS Duke of Edinburgh Award in the community
Drumchapel ITTC
Re-form into different groups to discuss the following questions:
• What do these examples enable young people to achieve?
• Were the opportunities offered sufficiently ambitious and challenging?
• Do we make sufficient use of our local community and other learning settings to offer
opportunities to build and progress achievement?
• How robust are our arrangements for joint planning and information sharing?
• What features from these examples could we replicate in our learning community?
What would we need to change?
Each group should now summarise the results into a grid and share, discuss and reflect upon this with
colleagues.
Stop doing
Activities
Keep doing
Start doing
ACTIVITY
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Promoting innovative and transformative change.
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