Tag: learning

Faster, higher, stronger: some Olympic-themed fun to keep your children on track with learning

After a year that’s taken its toll on parents’ and children’s physical and mental health, we’re all longing for a bit of rest and relaxation. 

But the school holidays can leave children’s learning brains a little too relaxed. So with the Tokyo Olympics in full flow, keep the kids’ brains sharp with these Games-themed activities from former primary school teacher Abby Milnes of education champs PlanBee:

Learn about…

… time zones

There is an eight-hour time difference between the Games and the UK. This is a great opportunity to teach your children about time differences between countries and why they exist. Challenge your children to work out what time they will need to turn on the TV if they want to watch an event live (hypothetically of course; some of the events may be broadcast in the early hours of the morning in the UK!).

Download this FREE Time Zones Map to help teach your children about Time Zones.

… measuring time

Many of the Olympic events are measured and scored against how long it takes to complete the event. Events under a minute such as the 100m sprint, 200m kayak, team sprints in cycling etc will provide suitable contexts for younger children to think about when measuring time. Older children may like to take on slightly longer events.

This PlanBee lesson may help teach your younger child about measuring time.

Challenge your child to see how many things they can do within the same time as it took an athlete to complete their event. For example, the Olympic record for running 100m was 9.63 seconds set by Usain Bolt at the 2012 Olympics. How many blocks can your child stack in this time? How many ticks can they do on a sheet of paper? After showing children how to read the amount of time on a stopwatch, get them to time each other and take it in turns to see who can beat the record in your own events.

… measuring distance

Other Olympic events such as long jump, javelin, shot put and discus are scored and measured using distance.

Using a metre ruler or measuring tape, challenge your children to take part in a long jump event. They can take a run-up, or go from a standing jump. Mark where the back of their foot landed and help your child measure how far they jumped!

… averages

Some events such as gymnastics are scored by a judges panel. Each judge gives the performance a score which is then averaged out to give a final score. Challenge your child to take individual judges scores and find the average score by adding them up and dividing the total by the number of individual scores.

… variables

“I wonder… do you run faster on grass or concrete?” Challenge your children to think about conducting simple investigations with “I wonder…?” questions like the one above. Younger children may need help with timing but they should be able to make verbal conclusions with you such as “I ran faster on the concrete”.

Older children (7+) should be encouraged to think scientifically. Is it fair if you wear sandals to run on the grass, but running shoes on the concrete? No, they should be the same. What about the distance you run?

Other things they could test:

●        Do I run faster wearing trainers, or when I’m barefoot?

●        Will I jump further with a run-up?

●        Will I jump further with a long run-up or a short run-up?

●        Does someone with longer legs jump further?

… pentathlons

What’s the difference between a triathlon, a pentathlon and a decathlon? The number of events! (This is also a perfect opportunity to look at the prefixes tri- pent- and dec- to mean three, five and ten e.g. tri-angle, tri-cycle, pent-agon etc.)

Challenge your children to come up with their own events for a family tri, pent or decathlon! They don’t have to be Olympic events, just a number of events that an athlete will be timed to complete. They don’t even have to be sport related: Who will be the fastest person to put on their socks? Who will be the overall winner?

… drawing figures

Do you have a budding artist in the ranks? Why not challenge them to draw their favourite athlete from the Olympics. Up the challenge by asking them to draw the figure in motion as they complete their event.

Use these FREE Paper Mannequin Templates to help support your artist in their challenge.

… architecture

Having held the Games before in 1964, Tokyo already had venues to host different Olympic events. The newly built National Stadium was finished in November 2019. Challenge your child to investigate its design, including the different ways it has been designed to be eco-friendly.

Work together to create your own model of an Olympic stadium, making sure there’s enough room for a track and spectators.

… map skills

Some of the cycling events in the Olympic Games require a set route to be planned out over a certain area. Print out a map of your local area and identify where you are and any areas they are not allowed to go to. Together, plan out a cycling route for your own Olympic cycling event. You could repeat the route several times to try and beat your personal best!

Beware: If you are riding on roads, make sure your child can ride confidently on them and is aware of safety rules.

… clothing design

Take a look at the designs for the athletes’ kits. How is the country represented in the design? What functionality does there need to be? This could link nicely with investigating the different countries’ flags.

Challenge your children to design a uniform for the country of their choice using this FREE template: https://planbee.com/products/design-a-sports-uniform

  • PlanBee would love to see your OIympic achievements: give PlanBee a shout on social media or share your children’s work with them at info@planbee.com!
  • Want more in-depth learning about the Olympics? Check out  Olympics Topic with lessons in Art, History, Geography and more!

Scran Academy shortlisted for industry award

Scran Academy is celebrating after being shortlisted for a leading UK industry Award. This week, Scran was announced as a Finalist in the Apprenticeship and Skills category of the Public Sector Catering Awards and the recognition will see the youth-led organisation appear at the Ceremony in London later this year.

Scran Academy’s initial focus was to use the innovative food social enterprise to help young people from North Edinburgh to overcome their learning and life barriers and lead more meaningful lives.

Scran’s community-based school uses food to support learners disengaged from mainstream school to access qualifications and work. Despite being less than four years old, they have grown and scaled their impact to support thousands of people throughout the pandemic and city wide.

This includes the creation of the youth-led Scran Café based at the Comely Bank NHS Centre, which creates a welcoming, relaxing and safe haven for as many as 100 frontline NHS workers and clinical trainees on a daily basis.

Last year Scran also launched the Scran Van, a food truck that provides free healthy food to children and families across the city to combat hunger and increase positive youth activities.

All of these food initiatives puts employability skills, job opportunities and personal development for youth at the heart of what they do.

This award nomination comes as this ground-breaking social venture seeks to empower hundreds more young people with the skills and confidence to lead in the hospitality industry.

At the same time the programme will take a significant bite out of the poverty-related barriers, life challenges and injustices the young people face on a daily basis – being care-experienced, disengaged from mainstream school, at risk of homelessness, unemployed or suffering from poor mental health.

Nominee and Founder of Scran Academy and social entrepreneur, John Loughton BEM, said: “This nomination is a real vote of confidence in our community work and a recognition in the power of food to change lives.

“Will Bain and his team work magic at Scran to ensure food is positive for all people, not just those that can afford it. At Scran we do hand-ups, not just hand-outs and young people go on to change their own lives once they realise people believe in them.

“Scran’s story shows is that if we support local community organisations that are run with passion and authenticity, we can develop creative solutions to social inequality. It also shows that unlike the stereotypes so often in the media, young people make a real and positive contribution to society and your postcode does not have to be your destiny.”

Applicants to Scottish universities reaches record high

11% rise in individuals applying from most deprived areas

Scottish universities have seen a record number of prospective students applying to study for the academic year ahead, according to new figures from the Universities and Colleges Admission Service (UCAS).

The number of individuals applying to Scottish institutions increased by 10% to 140,440. The figures show the number of Scottish applicants from the most deprived areas applying to UK providers has increased by 11% and there has been a 23% rise in non-EU international applicants.

This year’s statistics also highlight a 41% decrease in applicants based in EU countries looking to study in Scotland.

Higher and Further Education Minister Jamie Hepburn said: “These statistics show a steep rise in prospective students looking to study at Scottish Higher Education Institutions (HEIs), with applicants from Scotland’s most deprived areas increasing by 11% to a record high.

“We have seen a big percentage increase in applicants from international students outside the EU and that again demonstrates the attractiveness of Scotland as a place to come to live and study.

“There was however a sharp drop in EU students applying to come to Scotland, which was always going to be an inevitable consequence of leaving the EU. We will continue to work with our international partners to strengthen our education and research relationships through scholarships and by promoting Scottish learning and research globally, recognising the ongoing importance of our close relationships with our European neighbours.”

2021 cycle applicant figures – 30 June deadline sample CSVs | Undergraduate | UCAS

Honours degree for the grandson of country’s ‘oldest PhD’

David follows in the footsteps of his inspirational grandfather

A YOUNG student has followed in the footsteps of his education trailblazer grandfather to graduate from Edinburgh Napier University.

David Hughes drew inspiration from the academic exploits of Dr David Dick – the first Vice Principal of Napier College who returned to the institution after it was granted University status to complete a PhD at the age of 84.

Growing up, the younger David was driven to succeed in his own right by his grandfather’s achievements, anecdotes and enthusiastic interest in his education.

Now, less than six months after his grandfather passed away, it’s 22-year-old David’s turn in the spotlight as he has been awarded a BA (Hons) in Social Sciences as part of the Class of 2021.

Ex-Royal High School pupil David said: “My grandfather’s knowledge and scholarship, alongside his genuine interest in my studies, were an inspiration during my journey to becoming an undergraduate student and continued throughout my time at University.

“I was excited and encouraged by his anecdotes, as well as his academic achievements in his retired life.”

Wartime telegram boy David Dick became a hydroelectric engineer then lecturer, and following his Vice Principal stint at Napier College from 1964, he was Principal at Edinburgh’s Stevenson College from 1970 – 1988.

He spent his retirement years engaged in the constant pursuit of learning, securing a BA (Hons) at the Open University, a Masters of Literature at the University of Dundee, and his doctorate in philosophy at Edinburgh Napier in 2013, which saw him reportedly crowned Scotland’s oldest PhD graduate.

He was awarded an OBE in 1982 for services to both education and the fire service, of which he chaired the examination board in Scotland for 17 years.

David said: “My grandfather and I spoke on numerous occasions about the difficulties of my dissertation topic, titled ‘Analysis of Scottish Nationalism in 2021 and how it is perceived amongst generational cohorts in Scotland’, and he always asked how I was getting on as the research was coming together.

“His passing in January at the age of 91 was extremely difficult. However, the perseverance he showed in his work spurred me on to complete my own studies in the belief that my grandfather would have been proud of my work and achievements.

“I have dedicated my dissertation in his memory.”

David now hopes to follow his childhood dream of achieving an aircrew role in the Royal Air Force or Royal Navy.

Dr John Burnett, lecturer in Edinburgh Napier’s School of Applied Sciences, said: “David’s enthusiasm, diligence, intelligence and determination to succeed are qualities clearly evident in his grandfather’s incredibly rich and impressive life story.

“The first class mark he achieved for his dissertation is a testament to the hard work, resourcefulness and considerable academic skill in the planning, design and execution of what is a complex and challenging topic – even without the trials and tribulations of the ongoing pandemic.

“I’m sure David’s late grandfather would’ve been incredibly proud of his achievements – and rightly so!” 

Revealed: The facts you were taught at school that aren’t true

Ten things you learnt at school which are no longer true

Our knowledge of the world is constantly evolving, and as such, some of the things which were once taught in schools are no longer true.

Remember when Pluto (above) was declassified as a planet and you began to doubt everything your teachers had ever told you? Turns out, that was just the start.

From science and history to English grammar, Oxford Home Schooling has compiled a list of 10 ‘facts’ which you may have heard in the classroom but are now considered outdated.

1) Diamond is the hardest material

Correction: There are six materials on earth which are harder than diamond

It was once taught that diamond is the toughest substance on the planet, but, while it remains the most scratch-resistant, there are actually six materials now known to be harder.

These include wurtzide boron nitride – a crystal lattice formed during volcanic eruptions, which is 18% harder than diamond – and graphene – a carbon lattice that is only one atom wide but is the strongest material we know of, in proportion to its thickness[1].

2) Water can only be found on Earth

Correction: There is water in multiple places in our solar system

We used to think that earth was the only place where water can be found, but NASA has since proved its presence on some of our galactic neighbours.

In 2015, it confirmed water flows intermittently on Mars and then, later that year, discovered an ocean beneath the icy crust of Saturn’s moon Enceladus[2]. Many suspect that there’s also an ocean on Jupiter’s moon Europa.

3) King Tutankhamen was murdered

Correction: He either died from a chariot crash or from genetic impairments

Some schools used to teach that King Tutankhamun of Ancient Egypt was murdered when someone struck him on the head.

However, a 2014 BBC documentary suggested that he died in a chariot crash that ultimately ended in an infection and blood poisoning.

Around the same time, a virtual autopsy of the pharaoh’s body indicates he may have died because of genetic impairments, with evidence suggesting his parents were siblings[3].

4) You can’t split an infinitive

Correction: It’s now acceptable

Star Trek’s famous line “to boldly go where no-one has gone before” annoyed a lot of hard-line grammatists by breaking a long-standing rule of the English language – that the infinitive form of a verb (I.e. to go) should not be split.

However, researchers at Lancaster University and Cambridge University Press found that split infinitives are now almost three times as common now as they were in the 1990s[4], and as language keeps evolving, most linguists now consider them acceptable.

5) There are three states of matter – solid, liquid and gas

Correction: There are at least five

One of the fundamentals of chemistry, most school students were told that there are three states of matter – solid, liquid and gas.

However, scientists now know of a fourth natural state, plasma, which despite not being common on earth, is thought to be the most prominent form in the universe.

There’s also a fifth state, the Bose-Einstein condensate (BEC), where molecular motion almost stops completely. BECs were discovered in 1995, but so far have only been found in laboratories[5].

6) Neanderthals were not very intelligent

Correction: They were skilled hunters with advanced tools

Many people used to believe that Neanderthals died out largely because they were less intelligent than Homo sapiens, but recent studies suggest they had similar cognitive abilities and were actually quite skilled hunters[6].

New archaeological evidence shows they used relatively advanced tools and were also better at socialising than once thought.

7) The universe is 13.7 billion years old

Correction: It’s actually 100 million years older

Science lessons used to teach that the universe is 13.7 billion years old, but it turns out we were out by around 100 million years. The European Space Agency’s Planck mission scanned the sky for radio and microwaves and in 2013 concluded that previous estimates were slightly short – the universe is actually 13.82 billion years old[7].

8) No-one knows where Richard III’s body is

Correction: He was buried under a car park in Leicester

For over 500 years, historians and archaeologists had been searching for the body of King Richard III, who died from injuries sustained in the Battle of Bosworth in 1485.

The long mystery was solved in 2013 when researchers from the University of Leicester announced that they’d discovered the controversial monarch’s remains beneath a car park in the city[8].

9) Nothing can travel faster than light

Correction: Things can move faster than light under the right conditions

It’s still true that nothing can travel faster than light in a vacuum or in similar conditions in space.

However, scientists have managed to slow light down by either trapping it inside waveguides made with photonic crystals or inside ultracold atom clouds.

This can reduce the speed of light from around 300,000km per second to near zero, so lots of things could outpace it[9].

10) We have five senses

Correction: We have way more than five

The five main senses – touch, taste, sight, hearing and smell – are still our most fundamental, but we also have lots of other mechanisms helping us to make sense of the world.

For example, we have proprioception – a sense of space. This is how our brain understands where we are in relation to other things. We also have others, such as neuron sensors, which help to control balance[10].

Greg Smith, Head of Operations at Oxford Home Schooling, said: “Every year in every subject, experts are constantly learning and updating our knowledge. This means that some things which were once taught at school now don’t tell the whole story, or have even been proved to be wrong!

“This can only be a good thing, however, as it shows that we are developing a greater understanding of our world.”

For more ‘facts’ you learnt in school which are no longer true, visit: 

https://www.oxfordhomeschooling.co.uk/blog/15-facts-you-learnt-at-school-that-arent-true-any-more/

Plan now for Clearing!

COVID delayed has delayed decisions about university

COVID has caused many young people to delay thinking about their future. But as the prospect of freedom slowly returns, they are starting to get serious about what happens next.

Exams were cancelled this year making way for teachers to determine students’ grades, so, if you’ve left it until now to think about university, we’ve got some top tips.

Many people think that university clearing is only open on results day and for a few weeks afterwards – it’s not the case!

Dr Lisette Johnston, Head of School at ScreenSpace, part of MetFilm School explains what Clearing is all about and urges young people to plan now!

This year, clearing opens on the 5th July, and universities are already advertising courses available through Clearing. 

What is Clearing?

Clearing is the process that students use to access university AFTER they’ve received their A-level level results (or A-level equivalents).

Is it just for those who didn’t get their expected grades?

No, COVID-19 has really affected the way people are thinking about university. Historically, it was widely recognised that schools and colleges didn’t always get predicted exam grades right, and this year with teachers effectively awarding students’ their predicted grades, universities are expecting lots of lastminute applications.

Last year’s results were affected by the pandemic, but that didn’t put young people off from going to university, and the number of students given university places rose nearly 3%. 2020 was also a record year for students applying through clearing: 70,000, people, including those who had applied earlier in the year, were accepted through Clearing.

What if my grades are higher than I expected?

If your results are better than expected and you’ve accepted a place at a university based on lower grades, you can ‘trade up’ to a different course or university that required higher grades, this is called Adjustment.

I’m getting my A-level results in August – I’ve put off deciding whether to go to university because of COVID-19, but… what can I do now?

Here are Dr Lisette’s 6 top tips

1.Get Cracking: the sooner you apply the better! Some courses cap the number of students they will take, so apply early and that way you are more likely to get a conditional offer, which is better than missing the boat if you leave it to phone on results day. 

2. Be informed. Don’t wait until results day to look around universities and get a taste of what’s on offer, there are lots of campus tours (real and virtual) between now and August, so as well as looking at course content online it’s a real bonus if you can actually go to a university and see what it is really like. That way you can hit the ground running.

3. What do you really want? If you haven’t got the grades you expected, you might not get into your first choice, but that doesn’t mean going through Clearing to get in just anywhere. If staying at home is important to you, find out what the options are available locally. If you are passionate about a specific topic, find out where the next best place on the list is and what grades they expect currently. It’s also acceptable to ask how many people they took through Clearing last year. They might not be able to tell you on a course by course basis, but you should be able to get a breakdown across the university.

4. Be realistic. Oxford and Cambridge may be out of reach. Decide what is a priority for you. If you haven’t got the results you expected, what is more important – the course, the location, or a degree in general? The last thing you want is to get on a course and find out it’s not what you want. And don’t just go somewhere ‘cos all your mates are going there!

5. Be open minded. Within a university there are often opportunities to transfer courses to take electives more closely linked to your original choices. See who offers this. Also Clearing gives a chance to go to a place you might not have thought about before.

6. Remember, you’re not stuck – if you start at a university and you realise it’s the wrong course or the wrong place – you can change! 

At ScreenSpace we had students who came through Clearing last year, some after the course started; they’re actually much happier than they were with their original choice. 

New learning resource to support young people’s mental health

The Scottish Government has unveiled a new online learning resource to help school staff support young people’s mental health.

Staff can learn more about factors influencing mental health and wellbeing; prevention-based approaches in schools and tips on how to end mental health stigma and discrimination.

The Mental Health Foundation, Children in Scotland and training provider Digital Bricks developed the resource that is open to all school staff in primary, secondary and special schools.

Education Secretary Shirley-Anne Somerville said: “Children and young people’s mental health and wellbeing is of vital importance and this resource is a significant addition to the suite of resources that school staff can access. It will provide essential learning and knowledge on mental health and wellbeing that schools can adopt and embed across all aspects of the school environment.

“Although aimed primarily at school staff, it can also be accessed and used by anyone who wants to learn more about mental health and how to support children and young people.”

Councillor Stephen McCabe, COSLA spokesperson for Children and Young People, said: “The mental health and wellbeing of our children and young people must be a priority as we recover from the Covid-19 pandemic and beyond.

“Ensuring those working with young people, in all capacities, have access to resources that develop their understanding of, and equip them to appropriately support mental health would be crucial; I welcome this comprehensive resource providing training and information for all school staff.”

‘Curriculum for Excellence is the right approach for Scotland’

SQA to be replaced

‘Substantial reform’ for Education Scotland

The Organisation for Economic Co-operation and Development Organisation (OECD) has backed Scotland’s school curriculum in its independent review.

The Scottish Government last year commissioned the OECD to carry out a review of Curriculum for Excellence (CfE). The remit of the review was to help the government better understand how the curriculum is being designed and implemented in schools and to identify areas for improvement across the country.

Education Secretary Shirley-Anne Somerville today announced that all 12 of the review’s recommendations will be accepted in full, including recommendations on curriculum, assessment and qualifications which will see the Scottish Qualifications Authority (SQA) replaced and Education Scotland substantially reformed.

The Scottish Government will actively consider what changes are required to our qualifications and assessment system. This work will be heavily informed by the next OECD report, expected in the autumn, and by consultation with young people, parents, teachers and the wider education system.

Education Scotland will no longer undertake inspections, with this work becoming a separate, independent role. The Scottish Government will engage widely on the options for the future of inspection.  

The OECD also suggests that the curriculum work currently undertaken by Education Scotland might best sit with any new curriculum and assessment body which will replace the SQA.

Publication of the OECD report into Scotland’s curriculum system, known as Curriculum for Excellence (CfE), meets another of the Scottish Government’s commitments for the first 100 days since the First Minister was elected.

Ms Somerville said: “The last few years have accelerated a debate about the future of Curriculum for Excellence and senior phase education in particular. The OECD report is crystal clear – Curriculum for Excellence is the right approach for Scotland.

“In fact, despite all the criticism here at home, the OECD tells us it is viewed internationally as an inspiring example of curriculum practice.

“However, 10 years on from CfE being introduced, it is right and proper that we review how it is being implemented. 

 “We accept in full all 12 recommendations from the OECD. We will replace the SQA. We will talk to young people, parents and teachers to build a system that works in line with CfE – exactly as the OECD recommends.

“Responsibility for inspection will no longer sit with Education Scotland and we will look at what further reform of the agency’s functions is required.

“Everyone across the education system, including at the SQA and Education Scotland, has worked tirelessly this year under very challenging circumstances. They are owed a debt of gratitude.

“What comes next is a period of change. But it is change in order to improve, to achieve more and to deliver for Scotland’s pupils.

“Our commitment is to do exactly that and we will work with everyone and anyone willing to help to make that a reality.”

EIS welcomes decision to axe SQA

The EIS has welcomed today’s announcement by the Cabinet Secretary for Education that the Scottish Qualifications Authority (SQA) is to be scrapped.

The announcement came following the publication of the OECD Review of Curriculum for Excellence (CfE), which identified a ‘disconnect’ between the core aims of CfE and Scotland’s qualifications system.

Commenting, EIS General Secretary Larry Flanagan said, “The EIS welcomes the publication of the OECD report, and the announcement by the Cabinet Secretary that the SQA is to be scrapped and replaced by a new body.

“It is essential that any new body is properly configured and is accountable to the profession through a model of governance based on educational, rather than political, considerations and with a teacher voice at its heart.”

On the OECD report, Mr Flanagan said, “The OECD report highlights some of the strengths of the Scottish Education system, not least being Scotland’s place in the top 5 nations in the world regarding global competency, but it also confirms what the EIS has been saying for a number of years, which is that there is a disconnect between the BGE (Broad General Education 3-15) and the Senior Phase (15-18). 

“There is massive assessment overload in the senior phase, which squeezes out the time needed for both depth and breadth of learning – two of CfE’s big ambitions. This overload is also the driver of excessive workload, and that has been exposed clearly during the pandemic.

“The comparatively high level of teacher class contact time was another area highlighted, with the OECD highlighting the need for reduction in class contact time – a key priority for the EIS – if teachers are to be able to collaborate around curriculum and assessment. We welcome that EIS lobbying in this area has already had some impact, with the Scottish Government pledging to deliver an early reduction of 1.5 hours per week in teachers’ class contact time to bring Scotland closer to OECD norms.”

Mr Flanagan continued: “The report also seems to confirm that the Government’s focus on Standardised National Assessments has been a monumental distraction with little impact other than adding to the bureaucracy that bedevils teachers’ working lives.

“The absence of any comment on the pre-5 sector is both disappointing and worrying. CfE runs from 3-18 but we are seeing a continuing reduction in the number of nursery teachers deployed in early years, which is a betrayal of the Scottish Government’s previous commitment to protecting the role of the teacher in pre 5 provision.”

Larry Flanagan Audio Recording

Edinburgh College offers Skills Boost for Data Science course

New course to help students develop in-demand Data Science skills

Edinburgh College has launched a new Skills Boost for Data Science course which promises to equip attendees with vital Data Science skills which are becoming even more in demand with employers.

Data Science is becoming an essential part of how we all live, learn and work. It is about how we get actions from insights – and now more and more employers are searching for Data Science skills among candidates for jobs.

Data Science combines Digital and Data skills, specific knowledge about a particular topic or subject area, and numeracy skills to extract insights and knowledge from data. The ability to identify the problem to solve, the correct data to use, carry out the analysis and then implement the outcome requires all three areas to be brought together.

The new five-week course provides students with the essential knowledge and analytical skills needed for a Data Science role as well as providing a pathway to further learning within the industry.

The course is fully funded, which means students do not have to apply for funding, and it is open to candidates of all ages and capabilities.

The first Skills Boost for Data Science cohort will begin the course on Monday 28 June 2021, with applications for places open now. 

Upon completion of the five-week course, students will gain a National Progression Award in Data Science – a SCQF level 4 qualification.

Curriculum manager David Hiddleston said: “We’re thrilled to be launching this new Data Science course which will see students at beginner level learn and develop the basic skills they need to enter the world of Data Science.

“The course is open to applicants at any stage of their career journey – those leaving school, or completing an existing college course, and those simply thinking of learning something new, or considering a career change.

“The short programme has been designed to give students a taster of the skills and tasks involved when working with Data Science, and can act as a springboard to a new career or further study within the Data Science arena.”

To find out more, and to apply visit the Edinburgh College website.

Education agencies to be reformed

Key national agencies Education Scotland (ES) and the SQA will be reformed as part of ambitious plans for Scotland’s education recovery, Education Secretary Shirley-Anne Somerville has announced.

The Education Secretary said the role, remit and purpose of both organisations will be considered, as well as their functions and governance arrangements. 

Ms Somerville announced the reforms as she outlined wide-ranging plans for education recovery in the first 100 days of government and beyond.

These include:

  • investing over £1 billion to close the poverty related attainment gap
  • recruiting 3,500 additional teachers and classroom assistants
  • ensuring every schoolchild has access to the technology they need to support their education
  • making free school lunches available to all P4 children before extending to all primary school children, all year round
  • expanding free early learning and childcare and developing the provision of wraparound care and after-school clubs
  • increasing the school clothing grant and the Best Start Food grant
  • providing interim support – including a £100 payment near the start of the summer holidays – for eligible children before the formal expansion of the Scottish Child Payment next year
  • offering a £20 million Summer Programme to help restore the wellbeing of children and young people, particularly those worst hit by COVID-19
  • removing charges for core curriculum activities and music and arts education
  • working with colleges and universities to ensure they remain sustainable and at the forefront of global education and research.

Laying out the Scottish Government’s visions and ambitions for education, the Education Secretary said the priority was to continue to deliver excellence and equity, despite the pandemic, with the health and wellbeing of pupils at the forefront of the plans.

This next phase of recovery activity builds on almost £400 million of investment committed in this area to date.

Ms Somerville said: “I hope this programme outlines our determination to deliver improvements with pace and urgency. I am open to considering what further reform is necessary, with the clear purpose of doing all we can to improve outcomes for children.  This includes reducing variability in the outcomes children and young people achieve across the country.

“I want to look at options for reform which ensure that schools get the best possible support and challenge to enable them to improve further and to do the very best for the children in their care; to enable them to focus relentlessly on providing the highest quality of learning and teaching for our children, and to ensure that those working in education outwith schools are fully focused on doing everything they can to provide the highest quality of support.

“I want to signal my intention to start this process by considering how to reform the SQA and Education Scotland. This will be a key priority for me.”

Ms Somerville said the reform plans would be informed by the findings of the OECD review into Curriculum for Excellence, which is due to be published on 21 June.

The EIS has welcomed the review. EIS General Secretary Larry Flanagan said, “We have for some time been arguing for reform of the SQA and, in particular, the need for a stronger governance model which would see the qualifications authority more accountable to the Education system and the profession, rather than to the Scottish Government or an opaque, Government appointed, Board.

“Our members have often found the SQA to be too remote from classroom practice and a significant generator of additional workload for teachers. Reform of the qualifications body should be matched by changes to the senior phase, which focus on creating time for deeper learning, breadth of study and parity between ‘academic’ and vocational’ qualifications.”

Mr Flanagan added, “With regard to Education Scotland the key issue is to create more independence for this body and move it closer to its role of supporting schools and teachers rather than being under the direction of the Scottish Government.

“Education Scotland should be free to challenge Government rather than being an extension of the civil service. There also needs to be a significant review of the usefulness of the current inspection process in what is meant to be an empowered education system.”