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 is absolutely vital – the BBC is here to play its part and I’m delighted that we have been able to bring this to audiences so swiftly.”
The BBC is set to deliver the biggest education offer in its history across more of its platforms. It will bring together BBC Two, CBBC, BBC Red Button, BBC iPlayer and online to deliver a new education offer to children, teachers and parents as a third national lockdown begins.
Reacting quickly to the news of UK schools moving to remote learning, the new offer from the BBC will ensure all children can access curriculum-based learning, even if they don’t have access to the internet.
Starting on Monday 11 January, each weekday on CBBC will see a three-hour block of primary school programming from 9am, including BBC Live Lessons and BBC Bitesize Daily, as well as other educational programming such as Our School and Celebrity Supply Teacher and much loved titles such as Horrible Histories, Art Ninja and Operation Ouch.
BBC Two will cater for secondary students with programming to support the GCSE curriculum, with a least two hours of content each weekday.
Content will be built around Bitesize Daily secondary shows, complemented by Shakespeare and classic drama adaptations alongside science, history and factual titles from the BBC’s award-winning factual programming units.
Bitesize Daily primary and secondary will also air every day on BBC Red Button as well as episodes being available on demand on BBC iPlayer.
Tim Davie, BBC Director General, says: “Ensuring children across the UK have the opportunity to continue to follow the appropriate core parts of their nation’s school curriculum has been a key priority for the BBC throughout this past year.
“Education is absolutely vital – the BBC is here to play its part and I’m delighted that we have been able to bring this to audiences so swiftly.”
This TV offer sits alongside a wealth of online content which parents, children and teachers can access when and where they need it:
For primary, BBC Bitesize online has an expanded offer of structured lessons in Maths and English for all year groups – these can be used at home or in the classroom. ‘This Term’s Topics’ also covers other curriculum subjects and curates learning content that works for the Spring curriculum. This content can be easily incorporated into a learning plan or used to explore different topics at home. Visit bbc.co.uk/bitesize, click on the year group and subject and all the content is there.
For secondary pupils, Bitesize is also home to two-week learning packs for English and Maths in KS3 (years 7, 8 and 9) as well as This Term’s Topics for other subjects to be used at home or to support teachers in the remote classrooms.
For students in Years 10 and 11, the Bitesize GCSE offer allows students to pick their exam board and subject to find everything they need to help with their studies. Visit bbc.co.uk/bitesize/secondary for details.
Oliver Dowden, Secretary of State for Digital, Culture, Media and Sport, says: “The BBC has helped the nation through some of the toughest moments of the last century, and for the next few weeks it will help our children learn whilst we stay home, protect the NHS and save lives.
“This will be a lifeline to parents and I welcome the BBC playing its part.”
Educational content for all nations will also be available.
The EIS has warned that the impact of the COVID-19 pandemic continues to have a disproportionate impact on young people from less advantaged backgrounds.
Without sufficient intervention and support, the consequences of the pandemic could further entrench the disadvantage experienced by young people currently living in poverty.
EIS General Secretary Larry Flanagan said, “The COVID-19 pandemic has had a damaging impact on the education of young people right across Scotland, and it is young people already facing disadvantage who have felt this most acutely.
“Young people from less affluent backgrounds are far less likely to have access to the types of resources that are available to young people in other areas, which has clearly had an impact during the pandemic.
“Young people living in poverty were far more likely to disengage from education during the lockdown period for a wide range of reasons – including lack of access to IT equipment or suitable access to the internet. This has the potential to further entrench, or even widen, the poverty-related attainment gap that persists in many parts of Scotland.”
Mr Flanagan added, “With all schools set to move to a remote learning model, for at least a week, as schools return following the holiday period, it is essential that we ensure that no young person is disadvantaged as a result.
“The move to a temporary online learning model from next week for most pupils was a necessary and correct decision – but this must be properly supported for it to be delivered successfully across Scotland.
“Longer term, to ensure we have an education led recovery from the impact of COVID-19, the Scottish Parliament needs to commit investment into every area of education – pre-5; Primary and Secondary; Colleges; and Higher Education.”
First Minister Nicola Sturgeon Nicola Sturgeon is likely to announce tougher coronavirus restrictions this afternoon as the virus continues to run riot across the country.
Ms Sturgeon has called an urgent Cabinet meeting this morning and will address the Holyrood Parliament this afternoon.
2464 new cases were reported in Scotland yesterday and, with the new strain of the virus a particular concern, it’s understood that the cabinet will consider further delays to the return to school as well as other measures to contain the spread.
Current plans for Edinburgh pupils returning to school:
On 26 December, Level 4 COVID-19 restrictions came into force for mainland Scotland. This means that there are changes to the start of next term for children and young people.
All parents will receive an email about this on 22 December. If you meet the criteria, please apply online for a place by 3 January. Your child’s school will confirm places on 5 January.
Schools will also contact families to offer places for vulnerable children.
11 to 15 January 2020
Remote / online learning for all other pupils, at home.
Children of key workers and vulnerable children can continue to attend their own school if they have a place.
If your child attends a Special School, the head teacher will contact you by 6 January with the arrangements for that school from 11 January.
18 January 2020
All pupils return to school, unless further changes are announced by the Scottish Government.
When pupils return to school
When children return to school, it is essential that everyone follows infection control measures, especially:
face coverings (where appropriate)
hand-washing
two-metre distancing where possible.
NB: These plans are subject to change by Scottish Government.
The College closed for the festive break on Friday 18 December and staff will return to working from home on Wednesday 6 January. During the festive break, all campuses will be closed and staff will be taking a well-deserved break.
To best protect the Edinburgh College community, online classes are planned to resume during the week commencing Monday 11 January. It is important that nobody comes onto any of our campuses unless they are told to do so.
Students are encouraged to use Wednesday 6 – Friday 8 January to re-engage with our online learning platforms, access student support services, and prepare for the new term.
We will provide more information for staff and students on plans for the start of term in the new year. Please continue to check our channels for updates.
Staying safe during the festive period
It’s important that we all take extra care to mitigate the risk of transmission of COVID-19 over the festive period.
Looking after our wellbeing during the festive period
We know that this time of year can be difficult for some, please remember that you can access support during the festive break.
The SilverCloud mental health and wellbeing platform is available to all staff and students and offers a wide-range of self-help programmes for people who may need support during this time. You can access it here.
Please continue to check our College Communications channels including College emails, the MyEC app, Edinburgh College website and social media for the latest updates from the College – in case the situation changes. We may also contact you via your personal email or text message for any urgent updates.
Music provision in schools faces ‘stark challenges’
The EIS has published a new briefing highlighting the stark challenges facing instrumental music provision in Scotland’s schools during the COVID-19 pandemic.
The EIS recently surveyed its Instrumental Music Teachers (IMTs) across Scotland, and their responses have been incorporated into the new briefing paper (copy attached).
The key issues identified include:
Inconsistent approaches in the delivery of Instrumental Music Tuition across Scotland, with IMTs in some areas unable to return safely to school and having to adapt and develop new approaches for practical online teaching – often with insufficient resources and support.
The damaging impact of the pandemic on young people’s access to music tuition, particularly those currently studying for SQA qualifications and those from disadvantaged backgrounds.
Legitimate fears that any reduction in provision could lead to fewer students learning music, with serious implications for the future of instrumental music service and for IMT jobs.
There are also serious concerns that the growing practice of charging for Instrumental Music Tuition is having a direct impact on pupil participation and on equity of provision.
27 local authorities have now introduced some form of charging regime, through the introduction of tuition fees, instrument hire charges or a combination of both, leaving only 5 Councils across Scotland, where there are no costs associated with access to Instrumental Music Tuition.
Even more worrying is the dramatic increase in the level of charging which we have seen in recent years. In some areas of Scotland, annual charges are now in excess of £300 per pupil, with charges reaching £524 per annum in one authority.
The result is that while non-charging local authorities have seen an increase in pupil numbers of 31.4% since 2012/13, charging authorities have had an overall decline of 12.7% in pupil numbers over the same period.
Commenting, EIS General Secretary Larry Flanagan said, “Scotland is rapidly moving towards a scenario where only children from well-off families can learn to play an instrument.
“This is unjust and unacceptable. We must reverse the trend of charging to allow free access to music education for all, particularly those for whom the poverty-related attainment gap has widened as a result of COVID-19.”
Thousands of students will be able to study and do work placements across the world through a brand new scheme that replaces the UK’s participation in Erasmus+.
The Turing scheme will be backed by over £100 million, providing funding for around 35,000 students in universities, colleges and schools to go on placements and exchanges overseas, starting in September 2021.
The new scheme will also target students from disadvantaged backgrounds and areas which did not previously have many students benefiting from Erasmus+, making life-changing opportunities accessible to everyone across the country.
The programme will provide similar opportunities for students to study and work abroad as the Erasmus+ programme but it will include countries across the world and aims to deliver greater value for money to taxpayers.
The UK will reap the rewards from the investment, by boosting students’ skills and prospects, benefitting UK employers, and supporting Global Britain’s ties with international partners.
Education Secretary Gavin Williamson said: “We now have the chance to expand opportunities to study abroad and see more students from all backgrounds benefit from the experience.
“We have designed a truly international scheme which is focused on our priorities, delivers real value for money and forms an important part of our promise to level up the United Kingdom.
“These opportunities will benefit both our students and our employers, as well as strengthening our ties with partners across the world.”
UK organisations will be invited to bid into the scheme in early 2021. Successful applications will receive funding for administering the scheme and students taking part will receive grants to help them with the costs of their international experience.
The benefits of the exchanges to schools and colleges will be assessed and the learnings used to build on future schemes. Funding decisions for subsequent years will be subject to future spending reviews.
To meet delivery timescales, universities, colleges and schools are encouraged to begin preparation with international partners as soon as possible.
Universities UK International Director, Vivienne Stern, said: “Evidence shows that students who have international experience tend to do better academically and in employment, and the benefits are greatest for those who are least advantaged.
“The new Turing scheme is a fantastic development and will provide global opportunities for up to 35,000 UK students to study and work abroad.”
International Education Champion, Sir Steve Smith, said: “As the International Education Champion, I’m pleased to see that the government is committed to international exchanges.
“So much of what makes education so rewarding for all is the chance for students and learners in schools, colleges and universities experience new cultures and, by doing so, develop new skills.
“This scheme represents a sizeable investment from the Government and I look forward to working with the Government to develop a scheme that will make real our commitment to Global Britain.”
CONCERN OVER ALTERNATIVE SCHEME
On learning of the UK Government’s decision to withdraw from the Erasmus+ scheme, Scotland’s Education Secretary John Swinney said: “The decision of the U.K. Tory Government to leave the Erasmus Scheme not only closes opportunities for our young people and narrows any claim to an outward U.K. perspective.”
Universities Minister Richard Lochhead also expressed his profound disappointment at the UK Government’s decision to withdraw from the Erasmus Plus exchange programme and described the move as ‘a huge blow’.
Annually, over 2,000 Scottish students, staff and learners use the scheme. Scotland attracts proportionally more Erasmus participants from across Europe – and sends more in the other direction – than any other country in the UK. Through associated youth work projects the scheme is estimated to deliver at least £7 in value for every £1 it costs in public cash, and its value to the economy has been estimated to be worth nearly £34 million annually since 2014.
Students in Northern Ireland are to be given access to Erasmus, but the Brexit deal will now prevent Scottish students from participating.
Further and Higher Education Minister Richard Lochhead said: “The loss of Erasmus is huge blow. This is simply unacceptable and we are looking at alternative options.
“After years of discussions and meetings, the UK Government has made these decisions irrespective of the views of the Devolved Administrations. We found out from media reports more details of the UK’s alternative scheme which is a watered down and less well funded version of Erasmus and it’s not even an exchange program because there is no support for visits to Scotland.
“I have since spoken to my UK counterpart and expressed our profound disappointment that the UK chose to abandon Erasmus which plays such a key role in opening up opportunities and horizons for so many young Scots. Crucially, it is a scheme that brings different countries and nationalities together with massive cultural and educational benefits.
“I am seeking further clarification on what the new scheme looks like and how they intend to provide funding on a par with the amounts historically secured under Erasmus.
“We also need confirmation that they will ensure all those who currently benefit from the programme will be supported and crucially how the devolved nature of education would be protected under their new scheme and we will resist using the Internal Market Bill to foist an inferior UK scheme on Scotland.”
Eighteen students at Scotland’s Rural College (SRUC) have been awarded a bursary of up to £1,000 to help them continue with their studies.
The Going Further Bursary scheme, which was set up by the SRUC Trust in 2013, recognises students’ achievements and their future potential.
Students’ learning journeys and life experiences – including ill-health prior to or while at SRUC, registered carer status or being care experienced – are also considered.
Out of the 50 who applied, 18 students studying a range of courses at SRUC’s six campuses across Scotland were awarded a bursary this year to support them at a transitional stage of their learning.
Among the bursary winners was Anthony Boyce, 39, from Kilmarnock, who graduated with an HNC in Countryside and Environmental Management from the Riverside campus in Ayr this year and is now doing an HND. He was awarded £1,000 split over two payments.
Anthony, a keen fisherman who has a congenital deformity of his right arm and hand, said: “It makes being a student that little bit easier, as it will go towards bills like paying for broadband which enables me to access classes and study material.
“I chose to continue my studies with SRUC because the course offers a wide range of subjects which increase my knowledge and skill sets.
“I would like to work for SEPA, or work in an aquatic environment role, as I have previous experience in Fishery Management.”
Alana Docherty, 25, from Glasgow, who gained an HNC in Animal Care from SRUC’s Oatridge campus in West Lothian and has now progressed to studying for a BSc in Applied Animal Science at the King’s Buildings campus in Edinburgh, was also awarded £1,000.
Alana, who is a carer for her mother, said: “I decided to see if I would be lucky enough to be offered a bursary, and I was which I am really happy about. It means a lot to me as it will help me progress further in my studies.”
Jack Ferguson, 20, from Penicuik, was awarded £1,000 to help him continue with his Applied Animal Science degree at the King’s Buildings campus.
Jack, who was raised by his paternal grandmother, said: “This bursary primarily allows me to buy books or equipment for my laptop which I use a lot for my classes and at home for studying.
“It also gives me a sense of freedom, as growing up I never had much. It helps me realise I am my own person and if I need or want something for my studies, I don’t need to worry about asking. It doesn’t just help me financially, but also emotionally.”
The EIS has published a new briefing paper which highlights the views of Headteachers (HTs) and Deputes (DHTs) on the pressures of working in schools during the pandemic.
The EIS recently surveyed members across Scotland on a wide range of COVID-related issues and is publishing a series of themed briefings. Today’s report is based on comments received from HTs and DHTs in response to the national survey.
Key issues identified include:
Senior leaders highlighted that they are doing their best to implement the guidance to keep their schools safe, but there are just too many pupils in classrooms and in communal areas.
Some members suggested that the transmission within their school is not being reported.
There was widespread concern over the wellbeing of school staff who feel under pressure with their workload and are anxious about teaching with so many pupils in class full time.
EIS General Secretary Larry Flanagan said, “Headteachers and Deputes have been under immense pressure throughout the pandemic.
“Many Headteachers and Deputes worked through the summer holidays to prepare schools for return after the lockdown, and have continued to work extremely long hours ever since.
“Added to this, HTs and DHTs have been compelled to take on responsibility for contact tracing in their schools, with little or no additional support. With some school buildings set to remain open right up to Christmas, many HTs and DHTs will be expected to handle track and trace calls throughout the festive period.”
A sample of comments from HTs and DHTs who responded to the survey is included below:
“The amount of additional pressure and workload on head teachers is disgraceful. Now working 7 days a week as on call constantly with no time back or recognition. Schools are not safe.”
“Quite concerned about the way in which the public health team is dealing with confirmed cases in school. Parent can report that child has tested positive before 9am yet it takes until 3pm for any decision to be made about the class/staff isolating.”
“All staff are working in a very stressful environment due to working within guidance and are exhausted. Many feel vulnerable and would have appreciated being offered the flu vaccine as some protection against illness this winter. Many are also feeling undervalued as it’s fine for them to work with 30 different families but not for them to visit their own.”
“My desire would be that schools remain open and that our pupils get the service they long for. If the public health situation is severe enough for a level 4 lockdown and all non-essential shops are closed, then serious consideration must be given to risk of staff and pupils in schools. I believe that blended learning is a half-way house and pupils would get a better deal by staff being fully committed to remote learning. The remote learning offer is now far better than what it was in April to June.”
“We are finding staffing incredibly challenging. I currently have 50% of my teachers off and while we are able to cover, the lack of supply teachers available is very concerning. I am concerned about the impact on the staff who are in and the impact long term staff absence is having on our children.”
Staff are exhausted and anxious. There may be a limit to how long they can continue under such pressure.”
Today’s briefing (below) on Headteachers and Deputes is the latest publication to support the EIS campaign #NotAtAllCosts, which argues against the government plan to keep schools physically open ‘at all costs’ even in areas with high rates of COVID infection.
The EIS is continuing to share members’ comments online and urges individual teachers to do the same using the hashtag #NotAtAllCosts and tagging the First Minister and Deputy First Minister in their posts.
Plans for the 2021 exam diet have been updated in light of continuing disruption to young people’s education caused by coronavirus (COVID-19).
Higher and Advanced Higher exams will not go ahead and will be replaced with awards based on teacher judgement of evidence of pupils’ attainment. The assessment model will be based on the approach already agreed for National 5 awards, details of which are being set out today.
Data shows that since the return to school in August, there have been varied instances of COVID-related disruption to learning, with a higher proportion of pupils from more deprived areas having to spend time out of school.
Deputy First Minister John Swinney said: “In October, I said Highers and Advanced Highers would go ahead if it was safe and fair to do so. Since then, many pupils have suffered disruption because of COVID, as they were obliged to self-isolate or even saw their school closed. The level of disruption has, however, not been the same across the board – pupils in deprived areas have been hit hardest.
“While we hope that public health will improve in the coming months with the roll-out of the vaccine, we cannot guarantee that there will be no further disruption to pupils’ learning.
“Holding exams would run the risk of translating the unequal impact of COVID into unfair results for our poorest pupils, leading to their futures being blighted through no fault of their own. That is simply not fair.
“There will be no Higher or Advanced Higher exams in 2021. Instead we will adopt a new model that is based on the one developed for National 5 qualifications and make awards on teacher judgement of evidence of learner attainment. This approach is more flexible and takes account of the reality of the disruption so many pupils have already had to their learning.”
Mr Swinney also announced there will be an exceptional one-off payment to teachers and lecturers who are critical to assessing and marking National 5, Higher and Advanced Higher courses this year.
This is to recognise their additional workload of assessing national qualifications in this unique academic year in the absence of exams. The Scottish Government will work with partners and employers on the specifics of this payment.
The National Qualifications 2021 group, led by the SQA and involving local authority directors of educations, the EIS, and others, have been working to develop the model for assessing National 5 qualifications.
It involves teachers and lecturers working with the SQA to understand the standards required for national qualifications and how to apply this when grading pieces of evidence such as course work. No algorithm will be used, nor will learners’ awards be based on school past performance.
Results for learners will be awarded on 10 August.
The Deputy First Minister’s statement to Parliament on 8 December is here
