Letter distributed to all Craigroyston Community High School Parents/Carers this week regarding school attendance:
School Attendance: Head Teacher writes to parents and carers
Tag: learning
AI specialist embarks on US-UK exchange to improve diversity in computing
A University of Edinburgh academic and AI specialist will spend a term at one of the top universities in the world this autumn in order to explore ways to encourage more young people from disadvantaged groups to study computing.
Fiona McNeill has been awarded an All Disciplines Scholar Award from the Fulbright Commission and will head to California, the home of Silicon Valley, as part of an academic exchange.
The number of girls studying computing is falling and researchers have warned that the continued male dominance of the digital space could harm the UK’s aim to be a technology ‘superpower’.[1]
Fiona McNeill, a Reader in Computing Education, already runs a tutoring programme for pupils in disadvantaged communities and introduced one of the first robotics competitions for schools.
Her award at the University of California, San Diego is part of the longstanding US-UK Fulbright Commission exchange programme and she will be furthering her research at first hand on how UC San Diego has successfully broadened the appeal of tech subjects.
Co-funding this Fulbright award is the Rita Allen Foundation, a US philanthropic funder of transformative early-stage research ideas and civic engagement.
And this North American foundation has invited Fiona to join their pioneering Civic Science Network as a Civic Science Associate – addressing biases and fostering inclusivity in research environments.
Fiona McNeill said: “The fundamental problem is that computer scientists are not very diverse. The discipline tends to be dominated by white and Asian males from more affluent social backgrounds.
“Correcting that imbalance is really important because this technology is driving society. For example, when Apple[2] developed its ‘Health’ app, there was no tracking of periods. The fact that this could be important hadn’t crossed the minds of its male designers. Similar issues come up all the time everywhere.”
Fiona began her career working in AI but has always been interested in education and how to broaden the appeal of computing. She will use her time in San Diego to study the inclusive policies introduced there, why they work and whether they would be equally successful if replicated in Scotland.
Fiona added: “I’ve been doing collaborative work with UC San Diego for a couple of years now. They’ve changed their student support model and we’ve been working together to see how students are responding to that.
“They’ve had a lot of success, however the environments are very different. I wanted to spend time there to experience it for myself and see what we might be able to copy.
“For this project I’ll be looking at what we can do to improve retention and outcomes for those who go to university. For example, as well as being less likely to take computing in schools, girls are more likely to drop out once they get to university and more likely to end up in a job in a different sector.
“We need to create an environment where girls and young people from disadvantaged backgrounds feel ‘this is the place for me’.”
The US-UK Fulbright Commission was established in the aftermath of the Second World War to foster better understanding between the US and the UK, and promote the empathy gained from cultural immersion.
Active in 150 countries, the Fulbright programme is the largest international education exchange in the world: more than 370,000 people have participated in it globally since it began, and over 25,000 have received US-UK Fulbright awards.
Sixty-two Fulbright alumni have won Nobel Prizes; 88 have won Pulitzer Prizes and 40 have served as head of state or government.
Maria Balinska, Executive Director of the US-UK Fulbright Commission, said: “Our vision is a world where there are no obstacles to learning, understanding and collaboration.
“Today there are many global challenges to overcome, and the world needs compassionate leaders to tackle them.
“This year’s cohort of awardees will be placing cultural engagement at the heart of their experiences as they undertake ambitious study and research programmes in the US: I am filled with hope for the wonderful collaborations that will ensue.”
Elizabeth Christopherson, President and CEO of the Rita Allen Foundation, said: “The Rita Allen Foundation is pleased to partner with the US–UK Fulbright Commission to support trailblazers co-creating a future where all people can shape science to expand its benefits and horizons.
“We are eager to welcome Fiona to the dynamic community of Civic Science Associates and Fellows working to create new bridges for learning across sectors and communities, using the tools of science and evidence to open access for new generations.”
Fiona McNeill will join a cohort of 31 Fulbrighters heading to the USA from the UK for 2024-25 and is one of a long line of over 600 Fulbright awardees that have headed to California since 1949.
Clear science inspiring the next generation of citizen scientists on Clean Air Day
This Clean Air Day, the Scottish Environment Protection Agency (SEPA) are supporting a day of learning where young people will be encouraged to lead change, tackle air pollution and protect the future of our environment through science.
Over 300 pupils were invited to a special event at the Glasgow Science Centre yesterday (Thursday, 20th June 2024) to celebrate the schools that have taken part in the “Our Amazing Air” Learning Lab programme run by the science centre in partnership with SEPA.
Young people visiting the centre on Clean Air Day enjoyed a range of themed activities including interactive exhibits and experiments, talks with experts from SEPA, University of Strathclyde and Nooku, and a brand new Our Amazing Air science show, which will run to the end of August as part of the centre’s public programme.
Launched in 2022, the Our Amazing Air programme is a STEM learning initiative aimed at P5 – P7 pupils that teaches young people about the importance of clean air, how the air environment functions, and the effects of air pollution on our health and the environment.
The programme includes training sessions and free lesson plans for teachers so they can support their learners to explore the air around us and investigate how it supports life through hands-on activities, group discussions and experiments. A total of 1200 pupils from 50 classes are taking part in the learning lab this term.
Dr Colin Gillespie, SEPA’s Air Modelling Unit Manager, said: “Good air quality is essential for a good quality of life, helping maintain our health and wellbeing and our climate and habitats. Everyone has a part to play in helping to improve air quality and tackle pollution – and education is a vital part of this.
“It’s fantastic to see so many young people engaging with issues surrounding air quality and inspiring to see them turn these learnings into positive actions that will make a real difference to communities and our environment.
“Clean Air Day gives everyone an important opportunity to consider how we can change or adapt our behaviour to improve the quality of our air and spread the positive message about the benefits of clean air.”
Tara Gibson, Senior Learning Coordinator at Glasgow Science Centre, said: “Our Clear Air Day activities have been made possible thanks to our partners ICLEI, University of Strathclyde and SEPA, resulting in us delivering a great programme of workshops and shows for hundreds of school pupils to take part in.
“The day’s events also allow us to showcase the wide range of engaging and accessible resources and experiences available to schools through our Learning Lab programmes.”
Tackling air pollution and raising awareness
While air quality in Scotland has significantly improved over the past three decades, air pollution still poses a significant risk to our environment and wellbeing.
Air pollution is recognised by the World Health Organisation (WHO) as the biggest environmental threat to our health, with recent scientific evidence from the WHO supporting the development of more stringent guidelines for air pollutants due to the impacts on human health.
Children are particularly at risk due to their developing lungs, brains and immune systems, yet millions across the UK are still exposed to dangerously high levels of air pollution at home and at school, where traffic and idle vehicles at the school gates can be a real concern.
Coordinated by environmental charity Global Action Plan, Clean Air Day is a national air quality campaign that brings together communities, schools, businesses, local authorities and other organisations across the UK to address the issue and build awareness of the impact of air pollution.
Now in its eighth year, this year’s campaign is focused on promoting greener travel to reduce localised air pollution and ensure people have the option to travel in ways that are better for our health and the planet.
Clear Science for Clean Air
Alongside the Our Amazing Air event, SEPA’s air quality scientists also visited a school in North Lanarkshire this week to celebrate Clean Air Day with pupils and share the results from monitoring air quality around the school gates.
Working together with East Renfrewshire and North Lanarkshire local authorities, SEPA have issued sensors to eight primary schools over the past few months to monitor the air quality, investigate the data produced and support teachers and pupils with initiatives such as encouraging active travel on the school run.
SEPA staff returned to St Brendan’s Primary School in Motherwell on Wednesday, 19th June to present pupils with their findings, which revealed elevated levels of air pollution in the area, particularly at drop off and pick up times.
The information gathered will support the ongoing anti-idling campaign championed by pupils at both St Brendan’s and Muirhouse Primary Schools, with youngsters aiming to reduce the number of vehicles at the school gates to cut down on localised air pollution.
Dr Colin Gillespie added: “It is encouraging to see young children keen to see the data produced from the air pollution monitors outside their schools and proactively lead change in their local communities.
“Making this information transparent and available to all allows young people and their families to make decisions on their behaviours and day-to-day activities which can have a positive impact on air quality, the wider environment and their health.
“With a long history of supporting air quality around schools in Scotland, we really recognise the importance of clean air, especially on young lungs, and promoting the fact that we’ve all got a part to play in protecting and inspiring the next generation of citizen scientists.”
Edinburgh pupils pilot new qualification – the International Sustainability Diploma
- Scottish Government funding has allowed the Diploma to be credit-rated at SCQF Level 6, equivalent to a Scottish Higher
- The innovative one-year diploma is offered by the Futures Institute at Dollar Academy (FIDA), which also provides young people from across Scotland with unique opportunities to tackle projects based on real world challenges
The Futures Institute at Dollar Academy has launched a new qualification – the International Sustainability Diploma. Open to learners across Scotland and beyond, the Diploma will be piloted in a number of schools in the 2024/25 session ahead of a wider launch in 2025/26.
The Diploma programme offers a different style of learning and teaching, aligned with the recommendations of the Hayward Review (2023). Rooted in the UN Sustainable Development Goals and co-designed with experts from industry and universities, students learn through developing solutions to real-world problems.
Students who complete the programme will receive a qualification worth 24 SCQF points at Level 6 (equivalent to one Higher). This carries UCAS points, enabling progression to further and higher education, as well as international recognition.
In addition to building students’ knowledge and understanding of the complex social, environmental, economic and political aspects of sustainability, the Diploma develops important skills such as independent research, problem-solving, critical thinking, collaboration and communication. Entrepreneurship is a golden thread that runs throughout the programme, and this element is co-delivered with the University of Stirling.
Instead of examinations, students build a portfolio of work and have opportunities to present this throughout the year. Students begin by exploring the concepts of sustainability through the UN SDGs and create a social media campaign to raise awareness of an SDG of their choosing.
They also undertake a ‘design sprint’ challenge to learn the principles of Design Thinking – a method for solving problems that puts the user at the centre of the process, and involves adapting solutions in response to research, testing and feedback.
They will then go on to choose three ‘Global Challenge’ projects from a range of options, each rooted in the SDGs – for instance, designing a new wave-powered method for water desalination, an app to support people experiencing climate anxiety, or a monument to make a statement about modern slavery.
In each case, students research the issue and the needs of their target users or audience, generate ideas, and, through a process of feedback and testing, develop and refine their solution. Students have the opportunity to build and develop their skills as they move from one project to the next.
Finally, students learn about the crucial role of business and social enterprise in achieving the SDGs. They select one of their three project outcomes to develop further as a business or social enterprise, working with the Enterprise Team from the University of Stirling. Students present their proposal and have the opportunity to receive feedback from entrepreneurs.
The Diploma is offered by the Futures Institute at Dollar Academy, which began in 2021 as a pioneering initiative to tackle three fundamental challenges in education – providing equitable access and closing the poverty related attainment gap; finding compelling alternatives to traditional teaching and exam systems; and addressing sustainability.
Offering real-world challenges in the form of workshops, skills-based courses, design challenges and competitions, over 600 pupils and 80 teachers from across Scotland, and further afield, have registered on FIDA’s online platform and have benefited from free access to FIDA resources. FIDA’s online content has been viewed over 75,000 times.
Ian Munro, Rector of Dollar Academy and FIDA founder, said, “Over the past year we have been working with universities, colleges and industry to deliver the FIDA Sustainability Diploma and we are thrilled to launch the accredited course to young people across the country.
“The Diploma allows learners to collaborate, to problem solve, to manage time and resources, and showcase the skills that will be useful for the challenges they will face beyond school. It is an ambitious qualification in terms of design, content and delivery, that will enable our youngsters to be a real force for good in an ever-changing world.”
FIDA secured Scottish Government funding to support the credit-rating of the Diploma onto the Scottish Credit and Qualifications Framework (SCQF). The team worked closely with Glasgow Clyde College, the credit-rating body, to ensure that the learning programme meets the robust criteria for a qualification at Level 6.
Cabinet Secretary for Education, Jenny Gilruth said, “The Scottish Government is committed to developing a system of qualifications and assessment that ensures pupils are well-equipped to tackle future challenges as they progress through education.
“Young people are facing a range of global challenges, including the climate emergency, which is why we have supported Dollar Academy to gain accreditation of its sustainability diploma, as part of the implementation of our Learning for Sustainability Action Plan.
“I am pleased that vitally important education resources such as these can be accessed for free by pupils across the country.”
One of the schools piloting the qualification in 2024/25 is Inverness Royal Academy. Depute Rector Morven Neil said: “This is possibly one of the most important courses we could offer our pupils and we are delighted to be part of this pilot.
“The world is grappling with the urgent need for sustainable solutions and our current generation of school pupils are extremely aware of this. This surge in interest among school pupils is indicative of a generation that is deeply committed to safeguarding the planet’s future.
“They’re not just passive observers; they are seeking knowledge, solutions, and ways to reduce their ecological impact. This Diploma will allow our students to be prepared for future career sectors, policy and personal challenges in a world that faces a climate crisis.”
Other schools participating in the pilot are Speyside High School, Alloa Academy, Braes High School (Falkirk); Clifton Hall School (Edinburgh); and Dollar Academy.
You can find out more about FIDA here: https://fida.world/
Queen Margaret University launches free disability resources for schools
QUEEN Margaret University (QMU), Edinburgh, has developed a series of resources for use in educational settings to help enhance disability literacy.
The University will launch its new Toy Box Diversity Lab website of resources on 9th May 2024, which will help guide discussions between educators and their primary school learners about disability equality and representation in the school curriculum, as well as encouraging them to think about accessibility in their own environments.
Funded by the QMU Innovation Fellowship, the educational assets include an activities pack, instructional videos and a directory of other resources to encourage positive discussions in schools.
The University will also be launching an online short course on Disability Confidence for Educational Practitioners, running from September 2024.
Dr Clare Uytman and Dr Siân Jones, senior lecturers in the Division of Psychology, Sociology and Education at QMU, have led the three-year long project, establishing their own research group to do so.
The lecturers have tested their resources with almost 550 children in England and Scotland, as well as running focus groups to create the final products in collaboration with teachers, disabled adults and parents of disabled children.
Dr. Uytman, said: “Positive understanding, representation and discussion around disability is so important for achieving a more inclusive learning environment through imagination and play, which will help children understand the importance of these topics from an early age.
“It is so rewarding to see three years of hard work and thorough research come together with the creation of these highly beneficial resources which we hope will be of real value to the teaching profession and enhance disability literacy.”
As well as the website, the QMU lecturers have also been working in collaboration with activist not-for-profit organisation, ToyLikeMe, to ensure better representation of disabilities in children’s media, including toys, books and television programmes.
Dr. Jones, said: “There is growing evidence that toys representing disability give non-disabled children windows into the worlds of disabled children.
“We are building on this evidence base, using images of adapted toy prototypes, such as Barbie with a missing limb, or Olaf the snowman from Disney’s Frozen with a cochlear implant, and showcasing these to children through pop-up exhibitions and activities we have been trialing at schools to help them think and speak positively about disability.”
Scottish primary school teacher, Mhairi Ritchie, welcomed one of these pop-up exhibitions so that she, and her pupils, could sample the resources. She said: “Involvement in the project was a fantastic way to explore disability. The children learned new vocabulary and developed a new perspective around what it means to be disabled.
“The accompanying resources were highly engaging and thoughtfully designed, enabling an interdisciplinary approach to the learning. The great thing is that we can use the resources again in the future and we look forward to doing so!”
An event will be taking place both online and in the Halle Lecture Theatre on campus at QMU to coincide with the official launch of the website on 9th May.
The launch event will take place between 4pm and 5.30pm at which attendees can learn more about the evidence-based research that has been conducted for this project, as well as more details on the resources on offer.
Register for your place on or before 7th May – https://www.tickettailor.com/events/queenmargaretuniversity1/1207938
Find out more about QMU’s online short course on Disability Confidence for Educational Practitioners here –
Edinburgh Science back on the road
Hot on the heels of their annual festival, Edinburgh Science are on the road again bringing hands-on science lessons to classrooms in a number of schools across the city as part of Generation Science.
This fantastic programme sees science educators tour Scottish nurseries and primary schools delivering a range of engaging workshops and shows which are all linked to the Curriculum for Excellence (CfE) – helping to inspire a new generation to explore the world of STEM. Running for over 30 years, Generation Science has delivered hands-on learning to over 1 million children!
Over the coming weeks, the Generation Science team will be bringing some of their shows and workshops to a number of local primary schools across Edinburgh as part of their Summer programme.
This year’s programme features 10 exciting interactive shows and workshops, including two brand new climate-focused activities Our Changing Climate and The Green Machine.
Programme:
Edinburgh students recognised in national widening access campaign
The extraordinary stories of two Queen Margaret University graduates who entered higher education from a non-traditional route are being highlighted in a new national campaign by Universities Scotland.
‘40 Faces’ aims to champion the diversity and success of widening access programmes from universities across Scotland, telling the stories of students and graduates from underrepresented backgrounds.
Karen Rennie and William Torrie, former students at Queen Margaret University (QMU), are just two of the inspirational stories showcased in the campaign.
Karen Rennie joined QMU from a low participation school programme, Lothians Equal Access Programme for Schools (LEAPS). She said: “I knew that I wanted to be in a role where I could care for people and support others to live a life that was meaningful to them.
“I decided that if I was going to university, I would try to get the best degree course possible, which is why I chose Queen Margaret University to do the BSc (Hons) in Nursing.
“I knew from day one of my course that I’d made the right decision. Not only did I love the practical side of nursing, but I also developed a passion for nurse education, theory and research.
“The lecturing team encouraged me to strive for every opportunity to excel in my career – supporting me to attend conferences, write articles for publication and believe in myself. My career developed quickly because the lecturing team took time to support my individual needs and career ambitions. I will be eternally grateful for the personalised support that Queen Margaret University offered me.”
40 Faces launches with only six years left for Scotland to reach the fair access 2030 targets, originally set by the Commission for Fair Access in 2016 and supported by the Scottish Government and by universities themselves.
Universities have made major strides towards ensuring 20% of Scottish-domiciled entrants are from the 20% most deprived neighbourhoods, as well as hitting interim milestones in 2021 and introducing the most progressive admissions policies in the UK, in support of this goal.
When asked what more needs to be done to reach Scotland’s 2030 target to equalise access to university, Karen said: “More career and life skills input in schools. I was fortunate to have a fantastic mentor in my life (my dad!) who put a lot of time and effort into my career ambitions and decisions. I was always encouraged to pick the right course (both life and academia) for me and only me!”
Since graduating from QMU with a BSc (Hons) Psychology degree, William Torrie is now on an accelerated career path as Vice President of Legal Engagement at Barclays, which he attributes to the skills and confidence he developed while studying at the East Lothian university.
He said: “I had a false start elsewhere; dropping out and returning to education a year later – this time at QMU. I had another disastrous first year, but with support from the faculty under strict conditions, I was able to continue to second year.
“Without the faculty’s patience and understanding, I wouldn’t have developed the tools I needed to succeed in my education and take charge of my future.”
The success of students like Karen and William is testament to the extraordinary role universities can play for those who face significant barriers to accessing higher education.
The stories behind each of the ‘40 Faces’ serves as a reminder of the importance of this agenda and a rallying call to all stakeholders involved to refocus on working together for its achievement.
Claire McPherson, Director of Universities Scotland said: “Our universities are committed to widening access, however they cannot achieve this alone. With our 40 Faces campaign, Universities Scotland want to galvanise the sector and Scottish Government towards the 2030 widening access target.
“Universities offer students opportunities to achieve their dreams of securing higher education and the skills and career opportunities that follow, while also strengthening their self-belief, building confidence and offering a life-changing experience which cannot be found elsewhere.”
Scottish Government launches International Education Strategy
Plans unveiled to maximise Scotland’s reputation globally
Promoting Scotland’s world leading university research and economic potential is at the core of the country’s first International Education Strategy (IES).
The IES sets out plans to attract more academic staff, and to encourage and support international students to stay in Scotland after qualifying to work in key growth economies.
As part of the strategy, activity will be increased to promote universities and colleges internationally to prospective students, with global alumni communities and the wider Scottish diaspora being engaged.
Work to develop a Scottish Exchange Programme will continue, building on the current Test and Learn project, and a Talent Attraction and Migration Service will be launched in 2024 providing information and advice for students considering staying in Scotland post-qualifying.
Launching the strategy at Edinburgh Napier University, Higher and Further Education Minister Graeme Dey said: “Scotland already has more top universities per head of population than any other country in the world. This strategy sets out our collective aim to create the conditions for our universities and colleges to continue to flourish.
“In the coming months and years, we will continue to work with Scotland’s universities and colleges to help them diversify their international student, research, and staff population by enhancing our reputation as a world-leading safe and inclusive country, with open-minded social policies.
“We will help maximise the social and economic benefits of international higher education, and we will continue to promote Scotland’s world leading research and knowledge exchange sector on the global stage.”
Professor Andrea Nolan, Universities Scotland International Committee Convener, said: “This is Scotland’s first international education strategy, and it gives us a platform, working together with Government and other partners, to further develop these positive links to strengthen the sector’s contribution to the economy, society and culture.
“It also looks to deepen support for the full breadth of universities’ international role.
“We’re already known internationally for the quality of our higher and further education, but what may be less well understood is the role our universities and colleges play as major contributors to inwards investment, and the attraction of talented people who want to live and work in here.
“Working in partnership we will build on all elements of our international work to grow our reach and impact.”
New Year, new skills? Places still available on courses at Edinburgh College
There’s still time to try something new this new year as places are available on a wide range of January-start courses at Scotland’s Capital College.
Edinburgh College’s January courses start later this month – meaning potential applicants still have time to book their place and take the next step in their education and career journey.
Places are available in subject areas including: Music; Computing; Cookery and Hospitality; Travel and Tourism; Business; Science; Health and Care; and Sport and Fitness.
In addition to full-time courses, a variety of flexible study options – including evening and part-time – are available to suit the needs of those with family commitments or those in employment.
Courses are delivered by expert lecturers across the College’s four campuses: Granton; Midlothian; Milton Road; and Sighthill – all of which house state-of-the-art equipment and facilities.
As well as high-quality learning, students also have access to extensive support services including: funding, learning support and wellbeing during their time at the College.
Audrey Cumberford, Edinburgh College Principal, said: “We’re looking forward to launching our January-start courses for 2024. It is always an exciting time for us to welcome new students to our Edinburgh College community.
“Our courses are delivered by expert teaching staff and are designed to provide students with the skills they need to either continue their learner journey or achieve their chosen career. We look forward to supporting our next wave of students to take their next step.”
Primary Schools: Attainment at a record high, says Curriculum for Excellence report
Latest statistics show widespread improvement
The proportions of pupils in primary achieving expected levels of literacy and numeracy have reached record highs for children from both the most and least deprived areas, according to official statistics.
Overall, the Achievement of Curriculum for Excellence Levels (ACEL) 2022/23 show:
- for numeracy, a total of 79.6% of pupils reached the levels expected in 2022/23, a rise of 0.5 percentage points compared to the previous high (79.1% in 2018/19).
- for literacy a rise to 72.7%, up on the previous high of 72.3% in 2018/19
The gap between the proportion of primary pupils from the most and least deprived areas achieving expected levels in literacy has also decreased to the lowest on record in 2022/23.
The figures also show improvements at secondary level compared to 2021/22, with increases in attainment across the board and the gap between those from most and least deprived areas has reduced.
Education Secretary Jenny Gilruth said: “These figures show record levels of attainment across primary school level and significant improvements in secondary. I congratulate our pupils and teachers for their hard work over the last year.
“These findings are the most up to date statistics on attainment and are comprehensive across all publicly funded schools in Scotland, demonstrating a clear rise in standards above pre-pandemic levels among primary school pupils. Along with this year’s SQA results, they point to widespread rises in attainment.
“I recognise that there is no room for complacency and our programme of reform across the education and skills system will help identify where further improvements can be made and will look to drive enhanced attainment to ensure all young people meet their full potential.”
COSLA’s Children and Young People Spokesperson Cllr Tony Buchanan said: “Today’s Achievement of Curriculum for Excellence Levels publication shows increasing attainment and the attainment gap narrowing reflecting the work and dedication of schools, councils, and partners to improving children’s outcomes. Mainly, it demonstrates the efforts of children and young people themselves and this should be celebrated.
“The improvements are made despite the backdrop of severe and increasing pressure on local budgets and recruitment challenges in specific subjects and areas of the country. Earlier this year we set out clearly to the Scottish Government that additional core funding is crucial to enabling further improvement in the attainment, health and wellbeing of children and young people, as opposed to financial penalties relating to school staffing numbers.
This was particularly important in the context of falling school rolls, changes to Scottish Attainment Challenge funding and the ending of additional resource for councils to support Ukrainian refugees. We are clear that Local Government needs flexibility to provide the right support within and outwith schools, drawing on the expertise of a range of professionals.
“Councils have continued to demonstrate their ambition to further improve outcomes for children and young people across Scotland. In line with the Verity House Agreement, we will seek to engage constructively with the Scottish Government to work collectively towards this shared aim, including on further education reform in line with recent reports on the curriculum, qualifications and new national education bodies.”