A new package of support materials for teachers and staff will embed anti-racism and race equality into all aspects of school life.
Education Scotland’s resource will ensure children and young people see language, content and imagery that reflects the diversity of culture, identities, and experiences, including their own.
This week saw the publication of guidance from anti-racism charity the Coalition for Racial Equality and Rights and a teacher toolkit published by Scotdec, one of Scotland’s Development Education Centres, both of which will further support teachers in embedding anti-racism across the curriculum.
Education Secretary Shirley-Anne Somerville said: “Racism of any form has no place in Scotland which is why embedding anti-racism into the ethos and practice of our education system is imperative.
“This new Education Scotland guidance builds on existing resources available and was developed in collaboration with a range of young people, education practitioners and organisations with lived experience of racism and expertise in addressing it.
“Our schools and our curriculum seek to promote and inspire a sense of belonging, inclusion and social justice for learners, practitioners and the wider community. Having an education system that provides an opportunity for anti-racism learning, debate and leadership is crucial in our attempt to eradicate racism in wider society.”
Education Scotland Chief Executive and HMI Chief Inspector of Education Gayle Gorman said : “It is essential that all our children and young people develop an understanding of the world around them and how it has been shaped, as well as an appreciation of the contribution made by people from a range of cultures and identities.
“Our new resource will support the profession to teach and build a society which advances equality and actively rejects and challenges racial discrimination. We hope that our whole-school approach to race equality and anti-racism will help children and young people develop as responsible global citizens.”
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.”
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.”
Funding of £20 million will deliver a range of activities for children and young people and their families over the summer, ensuring they are provided with opportunities to socialise, play and reconnect within their local communities and environments.
In particular this will provide support for those children and young people who may otherwise struggle to access such experiences during the holidays.
Working with local authorities and partner organisations including sportscotland, Creative Scotland, Play Scotland, Education Scotland and others, the funding will support existing provision of community-based services while also widening access to other local facilities, such as school estates and local sports facilities.
Speaking before Holyrood broke up for May’s elections, Deputy First Minister John Swinney said: “We do not underestimate the physical and mental health impacts which children and young people have experienced throughout the pandemic, and that the impacts have fallen unequally across society.
“This enhanced range of summer experiences for children and young people will help address the impacts associated with extended periods of isolation and reduced participation in normal activities. This offer will have children’s rights and needs at its heart, and will provide opportunities to socialise across a range of activities, combined with broader support where needed.
“This will build on local summer offers, recognising the need for flexibility to deliver using local assets and connecting with wider offers from partners.
“Over the next few months we will continue to develop further all aspects of our education recovery strategy with our partners and stakeholders. Following periods of disruption to in-school learning, this will include how we can intensify and deepen support for children and young people’s progress in learning, including in key areas such as literacy, numeracy and health and wellbeing.”
Good progress is being made towards closing the poverty-related attainment gap, a new report has found.
The study examines improvements made through the Scottish Attainment Challenge, and wider education policies, towards closing the attainment gap during this Parliamentary term.
The report highlights a number of key strengths in the education system, including a systemic change in culture and ethos, improved learning and teaching, strengthened collaboration, work with families and communities and a focus on health and wellbeing.
The findings show:
the gap between the proportion of primary pupils (P1, P4 and P7 combined) from the most and least deprived areas achieving the expected level in literacy and numeracy has narrowed since 2016-17
the gap between the proportion of S3 pupils from the most and least deprived areas who achieved their expected level in numeracy narrowed between 2016-17 and 2018-19
the participation gap between those who live in the most deprived and least deprived areas has narrowed year-on-year between 2016-17 and 2019-2020
96% of headteachers felt that they had a good awareness of the range of approaches that can help close the poverty-related attainment gap
90% of headteachers reported they had seen an improvement in closing the gap in their schools in the past five years
88% of headteachers expect to see improvements in closing the gap over the next five years
Deputy First Minister John Swinney said: “Closing the poverty-related attainment gap and giving every young person the chance to fulfil their full potential, regardless of their background, remains our defining mission.
“Our ambition is a long-term one and this report clearly shows significant progress has been made in the last five years. We know that COVID-19 has made our ambition of achieving equity in education harder and I would like to thank all of our teachers and support staff for their extraordinary contribution and resilience shown throughout the pandemic.
“We have put in place a comprehensive range of measures, supported by the £750 million Attainment Scotland Fund, to turn the corner with the attainment gap.
“We have seen improvements across a number of indicators, including a narrowing of the gap between pupils from the most and least deprived areas achieving the expected level in literacy and numeracy.
“Longer term, we have also seen the gap narrow in initial positive destinations and the proportion of pupils achieving one pass or more at SCQF Level 5 and 6.
“The International Council of Education Advisers has acknowledged progress is being made and headteachers are positive about the impact of our measures, have a clear understanding of what is working and are optimistic about improvements being embedded and continuing over the next five years. I am greatly encouraged by this welcome progress and am confident we are on the right path.
“To mitigate against the impact of the pandemic, we are investing a record £200 million in the Attainment Scotland Fund in 2021-22, including an additional £20 million of Pupil Equity Funding.
“We are also investing £50 million in the Challenge Authorities and Schools Programmes next year and will support the Care Experienced Children and Young People Fund with more than £11 million. This is alongside £375 million in education recovery over this year and next to recruit additional teachers and support staff and address digital exclusion.
“I am determined to continue to support our young people through these unprecedented times and the evidence from this report and the Equity Audit will guide our thinking for the next phase of the Scottish Attainment Challenge. Now, more than ever, there is a need to stay the course with our vision of equity and excellence.”
Looking at performance of pupils since 2009-10, the report also finds:
the percentage of school leavers in a positive initial destination consistently increased between 2009-10 and 2018-19, for all leavers. The gap in positive initial destinations also decreased in this period
the gap between pupils achieving 1 pass or more at SCQF Level 5 has reduced from 33.3 percentage points in 2009-10 to 20.8 percentage points in 2019-20
the gap between pupils achieving 1 pass or more at SCQF Level 6 has reduced from 45.6 percentage points in 2009-10 to 36.1 percentage points in 2019-20
Gayle Gorman, Her Majesty’s Chief Inspector of Education and Chief Executive of Education Scotland, said: “We are happy to see the improvements detailed in the report and it is heartening that nine out of ten schools have seen a recent improvement in closing the poverty-related attainment gap.
“We recognise this work is more important than ever and the evidence from this report and the Equity Audit will inform the Scottish Attainment Challenge moving forward.
“Our Attainment Advisors have strong partnerships with every local authority and remain focused on working collaboratively with them, our schools and their community partners to ensure our most disadvantaged learners continue to be supported to achieve their aspirations.
“This is a long-term commitment that has been supported by a system-wide, collaborative endeavour across Scottish education to make Scotland the best place to grow and learn.”
Professor Chris Chapman, Senior Academic Adviser to the Scottish Attainment Challenge programme, said: “This report highlights both government’s commitment to equity and the cultural change that has occurred in Scottish education over the past five years.
“The drive to improve outcomes for children and young people from Scotland’s most disadvantaged communities has been placed centre stage of the reform agenda.
“Furthermore, the COVID-19 pandemic has highlighted the challenge and magnified the necessity of ensuring that all children and young people reach their full potential irrespective of their circumstances.”
Science practicals filmed for Education Scotland and BBC Bitesize offering
Academics from Edinburgh Napier’s teacher education programme have been helping bring science into the home for thousands of secondary school pupils in Scotland.
The University’s Dr Colin McGill (above), Dr Fiona Savage and Dr Eric Easton have worked with Education Scotland and the BBC Bitesize team to film a number of practical experiments to ensure that pupils studying science subjects continue to learn as lockdown restrictions remain in place.
Work with Education Scotland commenced last Autumn, with a selection of practical experiments filmed within the laboratories at Edinburgh Napier’s Sighthill campus.
These films – which saw the team work with Ian Stewart, a Chemistry teacher from Beeslack Community High School in Midlothian – are available via YouTube, West OS and Glow – Scotland’s nationally available digital environment for learning – as part of the National e-Learning Offer (NeLO).
In addition to supporting the development of these films for NeLO, Ian also teaches on the Senior Phase Study Support programme run via e-Sgoil for NeLO.
The content covered in the videos is broad, ranging from general science activities such as making a pH indicator from red cabbage for S1-S3 pupils, to videos to support learning at National 5 and Higher Chemistry such as measuring the average rate of a chemical reaction and testing carbonyl compound.
Dr McGill has also recently completed further filming for the BBC Bitesize platform.
Filmed over three days again at the University’s Sighthill campus, Dr McGill teamed up with Education Scotland and Ian Stewart to devise around 30 – 40 video ideas for Chemistry and the sciences.
This content was aimed at the Broad General Education (BGE) sciences curriculum all the way up to Higher Chemistry and included demonstrations on testing for gases, electrolysis and cracking alkanes. The BBC Bitesize filming was co-ordinated by Education Scotland.
Edinburgh Napier’s Dr McGill was delighted to play a part in supporting teachers through the on-going pandemic. He said: “I think these tools are very important to help pupil learning during the pandemic.
“It’s impossible for many practical activities to be done remotely so this at least gives pupils an opportunity to see the practical activity taking place and to then apply their learning from watching the activity.
“Teachers have been amazing during this pandemic and I would argue that the work they have put in to support their pupils is hugely underestimated, so if these videos have gone some way to help reduce their workload in any way then that is a huge positive for me.
“If and when things start getting closer to normal, these videos will still be very valuable for pupils to go over a practical that they carried out in class, or to support pupils who are absent from school for any reason.
“The technical support from Bill Surrage and Sandra Dunbar has allowed this practical work to take place – I’m really grateful to them for the support they have provided. I’m also really grateful to everyone that has made safe access to the Sighthill campus possible.”
A selection of the Education Scotland videos can be viewed on YouTube here or can be accessed via the NeLO supported resources blog.
Edinburgh Napier’s Professional Diploma in Education (PGDE) courses are designed by teachers, for teachers. The programme specialises in Biology, Chemistry, Maths or Physics, allowing students to become a secondary school teacher.
Each subject is accredited by the General Teaching Council for Scotland.
More information on the programme can be found here.
Local Primary School’s ‘highly-effective practice in family learning and parental engagement’ is shared across Scotland
Education Scotland has highlighted Forthview Primary School’s outstanding work during the pandemic in their latest Scotland Learns e-bulletin .
When HM Inspectors visited Forthview Primary School as part of the thematic inspection of family learning, they noted their highly-effective practice in family learning and parental engagement.
The school have provided a recovery update on how their practice in family learning and parental engagement has been developed during lockdown and since schools returned in August.
They share what is working well for Forthview children and their families at this time. A sketchnote (above) has been developed to share this practice.
Hundreds of teachers who are new in post, or working in pastoral or child protection roles, are to be offered support to manage the challenges caused by the COVID-19 pandemic.
Education Scotland and the General Teaching Council for Scotland have partnered with social enterprise organisation KnowYouMore who will provide coaches for the new online one-to-one sessions. Sessions are already being offered to headteachers as part of a support package funded by the Scottish Government last September.
The new programme now includes support for more than 500 teachers in their first four years of post-probation to discuss any personal or professional pressures they are facing as a result of delivering remote learning.
Education Secretary John Swinney, said: “COVID-19 has placed unprecedented strain on school staff and none more so than those who have pastoral care and child protection responsibilities ensuring the emotional welfare of our children and young people as we recover from the pandemic.
“The teacher support package I announced last year will complement the existing professional training and support already taking place for staff in schools across Scotland. Teachers need to be part of a supportive online community and have the space to stop and think about issues that are causing concern.”
Gayle Gorman, Her Majesty’s Chief Inspector of Education and Education Scotland Chief Executive, said: “Education Scotland is fully committed to ensuring the education workforce feel supported and I’m delighted this next phase of our coaching and mentoring offer is available more widely.
“We have found that it really benefits teachers to know there is someone with a listening ear who are there for them. Our 1:1 coaching and mentoring sessions for Headteachers have proved a really popular way of supporting their wellbeing and now the offer is also open to post probation teachers, teachers new to role and those with pastoral responsibilities. I would encourage more practitioners to sign up.”
Ken Muir, Chief Executive, of the General Teaching Council for Scotland, said: “GTC Scotland is pleased to be working with our partners in education to deliver this important coaching to support hard-pressed teachers who are doing all they can to maintain quality learning in challenging circumstances.
“In addition to this coaching, GTC Scotland itself has invested heavily in supporting the mental health and wellbeing of education professionals and will continue to do so throughout the pandemic.”
Guidance for teachers and families to support remote learning in schools has been published by Education Scotland.
It has been created in partnership through the Education Recovery Group and sets out a shared understanding of the key principles of remote learning, the support and resources available for teachers and families and what children and young people are entitled to.
This is in addition to remote learning guidance already produced by local authorities for schools to plan and prepare.
Deputy First Minister John Swinney said: “Our national e-learning offer, launched in June 2020, is already strengthening the remote and e-learning option available to schools.
“All authorities and schools in Scotland are already able to access to live, recorded and supported learning resources, while more than 50,000 devices such as laptops have been distributed to children and young people to help with remote learning.
“I am grateful for the huge amount of work that has already been done to prepare for next week and more is being done in order to continuously improve the national remote learning offer.
“This guidance sets out a range of entitlements for children and young people during the period of remote learning. It highlights the importance of achieving an appropriate balance of live learning and independent activity and an entitlement to ongoing dialogue, reflection and feedback with teachers.”
Education Scotland wants to celebrate the fantastic work we know has taken place right across the country over the last few months – and we need your help!
The COVID-19 pandemic led to the sudden closure of school buildings and other learning sites. There were many examples of extraordinary work across the entire education system to support learners and communities.
For many learners, this was through distance and online platforms, with different forms of on-going contact with their teachers, childcare workers, youth workers, tutors and others. Of course, for children and young people, support from parents and carers continued to be key to their learning.
We’d like you to share your stories with us and we’ll use as many as we can to create a book of celebration to showcase the important work carried out by educators, learners, parents and communities at this unprecedented time.
