Progress on empowering schools across Aberdeenshire
Aberdeenshire councillors today agreed a number of key workstreams to progress with the devolution of school budgets. As part of a national drive to empower head teachers, primary schools across the local area will have more flexibility on how budgets are used in a similar way to the way secondaries have been able to operate since April 2017. The principles which will support head teachers and their teams in their decision-making reflect the National Improvement Framework – to ensure every young person has the same opportunity to succeed, to be fair, to ensure costs can be easily understood and explained, and to deliver value for money. Evolving national policy aims to create a culture of empowerment and collaboration. The first workstream the local authority’s Education and Children’s Services Committee agreed to today will work to develop a professional learning and support offer to schools. Another focuses on reviewing and evaluating the processes in place for devolving budgets in the secondary school sector. The third workstream will look at the management of budgets to support children and young people with additional support needs at a cluster level. The final workstream sets out how piloting devolved budgets in primary and special schools will begin to take shape this year. Aberdeenshire’s Education and Children’s Services Committee today also acknowledged the importance of ensuring appropriate consultation with stakeholders continues in local areas, within the evolving budget context. Cllr Gillian Owen, Chair of Education and Children’s Services Committee commented: “Our aim is to provide the most effective service for pupils. Devolving budgets will help do this by ensuring spending decisions can be made in the context of local priorities. “We are committed to ensuring each and every head teacher, along with their committed teams, across Aberdeenshire is empowered so that decisions about a child’s learning, and the budget associated with that decision-making, can be made as close to that child as possible.” As part of the Joint Agreement at a national level, a Head Teacher’s Charter has been adopted across Scotland to enable head teachers to determine the most appropriate approach in the areas of leading learning and teaching, to empower their local learning communities and to make the best use of schools’ resources. New national guidelines on devolved school management are available at: https://www.gov.scot/policies/schools/devolved-school-management/Education Scotland’s Empowered System resources are also available at: https://education.gov.scot/improvement/learning-resources/an-empowered-system Vice Chair Cllr Mark Findlater added: “There is recognition that all stakeholders, including teachers, head teachers, parents and carers, and communities must work together in a collaborative way, keeping the interest of children and young people front and centre.”
Research offers lessons for young people heading for university
Develop your personal skills: New research offers lessons for young people heading for university New research on the importance of non-cognitive skills – such as conscientiousness, self-esteem and feeling in control of one’s life – for graduates’ earnings potential offers important lessons for young people receiving their A-level results. The study by Gerda Buchmueller and Professor Ian Walker, of Lancaster University Management School, confirms previous evidence on the importance of curriculum choice: STEM subjects add more value in terms of earnings than Arts subjects. Moreover, graduates from elite institutions, on average, earn more than those from less prestigious establishments. But even within any given course, the variance in graduate earnings is still large – despite prior ability, as measured by cognitive tests such as A-levels, having little variation across students within a course. What varies are their non-cognitive skills, and these differences drive degree class – and give rise to large pay differentials. The research will be presented at the European Economic Association annual congress in Manchester this month. Co-author Gerda Buchmueller, from Lancaster University’s Department of Economics, said: “While what you learn matters, how well you master what you learn is important too. Indeed, earnings differentials between degree classes are as large today as they were 20 years ago, even though four-times more students now earn first-class degrees. “The analysis points to the importance of university students’ own skills as inputs into their own further intellectual development: non-cognitive skills complement cognitive ability, as well as complementing good quality teaching.” The authors pointed to important lessons for young people: Understand that your choices matter for your future. Choose to do as well as you can in school. Be mindful of your non-cognitive skills. Choose university if you think it is the right way for you to develop your skills. But otherwise choose to develop your skills elsewhere. A dead-end job will end badly. Choose the best institution you can get into. Choose a subject that you will be enthusiastic about – one where you will want to choose to put in the effort to be successful. And be sure to choose any opportunity to improve your skills, especially if your chosen subject is, on average, not a high return one. Analytical skills are particularly highly valued in the labour market – ask at open days precisely how your course of interest will fill any gaps in your skill set. Professor Walker said: “Employers remunerate skills, not qualifications. Students who choose to treat university as consumption will take away only memories – and unfortunately for taxpayers, the loan system makes them pick up much of the resulting debt. “But students who choose to engage in university as an investment opportunity will, on average, go on to develop improved skills – and the taxpayer will be forever in their debt.”
Over half of education professionals say work has damaged their mental health
Summertime blues: Over half of education professionals say work has damaged their mental health Are you feeling down right now? With summer drawing to a near close, a new survey from CV-Library, the UK’s leading independent job board, reveals that education professionals are feeling the effects of the upcoming seasonal change, with over half (56.9%) claiming that work is damaging their mental health. The research, which surveyed over 2,000 professionals, found that almost half (49.7%) of education professionals even considered resigning from their job because of this, with a further 62% stating that their workplace doesn’t do enough to support employees. When asked what their workplace could do to support employees with mental health issues, the respondents suggested the following: Reduce pressure to work longer hours (46.7%) Promote a healthy work-life balance (43.3%) Allow employees to take time out when they need to (39.5%) Refer employees to a counselling service (36.7%) Lee Biggins, founder and CEO of CV-Library, comments on the findings: “At this point in the year, daylight is dwindling, schools are set to reopen and the next prolonged period of time off may seem far away. It’s no wonder then that employees are already facing the post-summer blues; especially in education where teachers have to prepare for a new intake of students. “Indeed, the survey shows that those in education are feeling the effects of working longer hours; even in the summer personal time is quickly eaten up by marking and planning classes for the year ahead. It’s completely normal to struggle with the transition between the seasons, so don’t be afraid to put your mental health first by prioritising your work-life balance.” When asked who they’d be most likely to talk to about their mental health, a partner ranked highest (49%), with family (43.1%) and friends (37.3%) following. Shockingly, a fractional 5.9% of education professionals listed their boss as who they’d talk to, underlining that they are not seeking support from their employers. Biggins continues: “Our research shows the changes that education professionals most want to see in the workplace, but these aren’t likely to take effect if you don’t raise the subject with your employer. The more of us that speak out about our problems, the quicker we can establish change at work. Once we shake the stigma, solutions will follow.”
Aberdeenshire’s newest teachers prepare for life in the classroom
It won’t be just the pupils that will be learning when the new session begins, Aberdeenshire’s latest intake of probationer teachers officially start their careers in the classroom soon. Cllr Gillian Owen, Aberdeenshire Council’s Education and Children’s Services Committee chair, Director of Education and Children’s Services Laurence Findlay, and Head of Education Vincent Docherty formally welcomed the latest cohort at an event at Meldrum Academy today (Friday, August 16). Cllr Owen said: “It is truly inspiring to see so many new teachers take their first tentative steps towards a rich and fulfilling career shaping the lives of children and young people across Aberdeenshire. “The council’s probationer induction programme is extremely well thought of within the education sector and is considered one of the best in Scotland. The probationers will be given plenty of support and guidance. “Those who have relocated to Aberdeenshire will be made to feel very welcome in their new surroundings. I would like to wish this latest intake the best of luck for their teaching careers.” Committee vice chair, Cllr Mark Findlater, said: “Teaching is a highly rewarding career, so it is fantastic to see this latest group of probationer teachers take their maiden steps in what is a fulfilling journey where they will make a real difference to the lives of young people across Aberdeenshire. “They will receive plenty of support, guidance and encouragement from their mentors as well as from senior council officers and leading councillors at this event to mark the start of their teaching careers. They will also have the opportunity to network and make new friends during some of the round table discussions and interactive games. I would like to wish all the probationers all the best as they prepare for life in the classroom.” The council’s probation teacher programme was inspired and developed from observations made of a similar ground-breaking initiative in Santa Cruz, California. The evaluation and learning was put into the probationer programme run by Aberdeenshire, leading to widespread national recognition and acclaim. Probationer teachers can choose to work in schools across Scotland. When a probationer comes to Aberdeenshire from other regions, they are made welcome at social events arranged by their mentors. The mentors organise friendly and informal coaching sessions where the probationers learn and share new skills and experiences. Mentors are on hand to provide support if the probationers have concerns or need advice. Last year there were 126 probationers in schools across Aberdeenshire. Out of the 126 probationers, 123 completed their first year in teaching. This school session sees 100 at primary schools and 34 at secondary. A graduation event will be held in the summer to congratulate the probationers on the completion of their first year as teachers.
NewVIc students achieve stand out results!
Students and staff celebrate a fantastic year of results seeing an increase in the number of students achieving A*- B A Level grades with the largest number of A*- A grades in A Level Biology, Chemistry and Maths. In Level 3 extended diplomas, students also achieved fantastic results with more than 50% of students achieving a Triple Distinction – equivalent to 3 A grade A Levels. Other stand out A Level subjects included Computer Science, French, Further Maths and Spanish, where 100% of students achieved A* – C grades. Students studying A Level Biology, Chemistry, Economics, Fine Art, History and Spanish also excelled with more than 70% of students achieving A* – C grades. The overall pass rate for A Levels remains high at 97.3%, with a total of 19 A Level courses achieving 100% pass rate. Results for subsidiary diploma courses, taken by some A Level students, were excellent with 45% of students achieving a Distinction *. Business Studies students did particularly well with over 90% of students achieving the very highest grade of Distinction *. Stand out Level 3 extended diplomas include Computer Science and Health and Social Care, with over 70% of students achieving a Triple Distinction or better. With Science and Maths A Level courses being the most sought after and popular courses at NewVIc, the number of high grades achieved in these subjects is excellent news for the college as it reflects the quality of teaching and expertise in this area. Overall results for STEM (Science, Technology, Engineering and Maths) including Computer Science are consistently impressive and have seen a greater number of girls excelling in these subjects each year. Over the years NewVIc has helped many thousands of local young people achieve their goals. Building students’ confidence by helping them to realise their ambitions and progress beyond their targets is a key priority for the college. With the majority of our students coming from socially and economically deprived backgrounds, NewVIc is integral in providing social mobility and economic development within the borough. NewVIc Governor and Newham Councillor Julianne Marriott said: “Being at NewVIc today and seeing all the talented students, it just proves that it doesn’t matter where you come from and whether you study BTECs or A Levels, NewVIc gives so many of our young people the chance to succeed and achieve whatever they want to.” Vice Principal Ray Ferris said: “I am so proud of the results our students have achieved today. The improvement in the number of high grades and individual progression of students is fantastic and demonstrates the excellence which can be achieved within a comprehensive college where everyone is welcome. I’d like to congratulate the class of 2019 for all their hard work and thank our dedicated staff who have supported each and every one of our students.” Stand out results: More students achieving A*- B grades The largest number of A* and A grades were achieved in Biology, Chemistry and Maths 100% A* – C in Computer Science, French, Further Maths, Spanish 70%+ A* – C in Biology, Chemistry, Economics, Fine Art, History, Maths 100% pass rates in 19 A Level subjects More than 50% of students achieving Triple Distinction and higher 70% of students achieved Triple Distinction in Health and Social Care 70% of students achieved Triple Distinction* in Computer Science 45% of students achieved Distinction* in Subsidiary Diplomas
Rolls-Royce and Discovery Education bring STEM to primary schools
An exciting new partnership to inspire the next generation of scientists was launched at Rolls-Royce HQ in Derby recently. Teachers from local primary schools visited the Rolls-Royce Learning and Development Centre to celebrate the start of the new initiative, which sees the company joining forces with Discovery Education to support STEM learning. Developed to spark children’s interest in future STEM careers, the pioneering collaboration will provide classroom resources to 40 primary schools across the UK – including 25 in Derbyshire, supported by Rolls-Royce. These schools will be given access to Discovery Education STEM Connect, a new service blending dynamic, digital content with hands-on activities which will help teachers to bring science, maths and design & technology to life for young learners. The Derbyshire teachers attending thrlaunch event explored the new resources and activities which will boost STEM learning in their primary schools. With a focus on bringing real-world STEM challenges into the classroom, the STEM Connect resources will also encourage children to think about sustainable futures, inspired by The United Nations Sustainability Goals. Friday’s event was the first in a series of STEM teacher professional learning celebrations also taking place in Birmingham, Sheffield and Bristol as part of this programme. Disadvantaged areas will benefit from STEM partnership Paul Broadhead, Head of Community at Rolls-Royce said: “We are delighted to be collaborating with Discovery Education to provide pioneering STEM learning in primary schools across the UK, particularly in areas of disadvantage. Through this collaboration hundreds of children will experience the power of STEM and learn how engineering & technology can be used to better look after our planet.” Christine Major, Director of Educational Partnerships said: “Discovery Education is delighted to be partnering with Rolls-Royce to bring STEM learning to hundreds of school children across Derbyshire and beyond. Our future-focused classroom resources will bring real-world context to STEM learning, inspiring the next generation of innovators while educating children about sustainability and the challenges facing our planet.” The primary schools that attended Friday’s event were: Beaufort Primary School, Wren Park Primary School, Shelton Junior School, Griffe Field Primary School and Bonsall CE VA Primary School. These schools are among the first in the UK to access the new Discovery Education STEM Connect platform, which will be launched to schools nationwide later this month. To request more information about Discovery Education STEM Connect please visit discoveryeducation.co.uk.
Cardiff primary teacher wins Twinkl Teacher of the Year 2019
A Cardiff primary school teacher has been awarded Teacher of the Year 2019 for her outstanding work at Lakeside Primary School, Cyncoed. Holly Buse, who teaches Year 5 at Lakeside, was recognised for her efforts as part of the Twinkl Awards 2019 run by the international educational resource publisher, Twinkl. Teaching staff from across the UK were asked to nominate their colleagues for the awards by providing testimonials about the impact they have had on their school and pupils. Holly won ‘Teacher of the Year’ after her friend and colleague, Rachael Evans, submitted a heartfelt nomination of Holly. Rachael wrote: “Holly is the teacher I admire the most. Her energy, her passion and her organisational skills are admirable. She was once a pupil in our school, and now she holds her own amongst her former teachers. “Her class found out yesterday that she will follow them up from Year 5 to Year 6 – and I have never heard a louder cheer! “A beautiful soul, inside and out, and a fantastic teacher, who gives her all and then some.” The inaugural awards received nearly 400 nominations from across the UK for categories including ‘Teacher of the Year’, ‘Best Teaching Assistant’, ‘Best Office Staff Member’ and ‘Best Manager’. Speaking about her win, Holly said: “Thank you to Rachel Evans for nominating me. Her kind and thoughtful words brought a tear to my eye. “I am incredibly lucky to work in the Primary School that I once attended as a child with some teachers who taught me! “I am very fortunate to now work alongside these inspirational teachers and teach wonderful children who make school a very happy place to be. I feel privileged to love my job.” Due to the incredible success of the event this year, Twinkl will now be making its teaching awards an annual event. Jonathon Seaton, Co-founder and CEO of Twinkl, said: “It’s always great to give recognition to dedicated and passionate educators like Holly, who are the lifeblood of the UK education system. “The awards were a wonderful way for us to celebrate the amazing work of UK teaching staff and we were inspired by the nominations sent through to us. “The positive reaction to this year’s flagship event has been overwhelming and we can’t wait to spotlight even more fantastic teaching staff again in 2020.” For more information about Twinkl and its resources and services, please see the website.
Exams success for Aberdeenshire pupils
Exams success sees improvements in attainment levels for Aberdeenshire pupils Aberdeenshire’s 6,000 senior pupils are finding out how they did in their exams today (Tue, Aug 6) in a year that has seen attainment levels improve locally for those in S4, S5 and S6. Pupils across the area this year entered for a total of 30,000 courses across 65 qualification areas at SCQF levels 2-7. The wide range of subject areas saw pupils study for vocational and academic exams covering the creative arts, design and manufacture, language, early learning & childcare, and engineering – among many others. An analysis of this year’s exam results highlights improvements across all key measures in S4, S5 and S6 as follows: Percentage achieving 5+ awards at SCQF Level 5 by S4 pupils has increased from 53.4% to 54.1% Percentage achieving 3+ awards at SCQF Level 6 by S5 pupils has increased from 40.3% to 44.2% Percentage achieving 5+ awards at SCQF level 6 by S6 pupils has increased from 35.7% to 37.4% A total of 88 young people in Aberdeenshire achieved five straight A passes at Higher level, while 100 pupils achieved between three and six Advanced Higher awards. Welcoming the news was Education and Children’s Services Committee chair Cllr Gillian Owen, who will be visiting Westhill Academy and Fraserburgh Academies to speak with teachers and pupils today. “I’d like to share my congratulations with all the Aberdeenshire pupils who have sat their exams this year,” she said. “Not only is it pleasing to see the overall increase in attainment at these levels, this year’s data is also highlighting how the flexible curriculum is allowing pupils to choose the path that best serves their future ambitions. “I hope all our pupils enjoy a relaxing summer after their hard work and wish them all the best for the future.” Cllr Mark Findlater, committee vice-chair, said: “I would like to pass on my best wishes to all young people who have completed their exams. They have put in a lot of hard work and commitment into achieving the best results they can. “Often it can be confusing knowing what steps to take next, but I would like to remind all pupils who have sat exams that there is plenty of support available for the journey ahead. “Thanks also to the teachers, parents and staff who have supported the young people through their exams. They all make a valuable contribution to shaping our young people’s futures.” This year saw more S4 pupils entered for National 5 courses, although the number of young people entering for courses at Higher and Advanced Higher level fell slightly. Aberdeenshire Council’s Director of Education and Children’s Services, Laurence Findlay, explained: “We see this change as a reflection of an evolving curriculum. Flexible pathways for learning in the senior phase are being developed to meet the needs and future career aspirations of young people. “Increasingly, these needs are being met by skills-based qualifications such as National Progression Awards (NPAs) and Foundation Apprenticeships (FAs), which are delivered in partnership with colleges and employers.” Pupils looking for advice or information can call the Scottish Qualifications Authority candidate advice line on 0345 279 1000, while Skills Development Scotland is offering assistance to those who require careers support on 0808 100 8000.
Gratnells consolidates STEM packaging expertise with international partnership
Gratnells, the global leader in educational storage solutions, based in Harlow, has continued its commitment to enhancing worldwide classrooms by redesigning a CoDrone STEM education kit for a robotics company in the USA. Established 7 years ago in San Diego, California, Robolink make STEM education accessible, engaging and fun for American children and hobbyists. The company encourages students to learn about science, technology, engineering and mathematics through hands-on robotics kits, the latest of which required fully customisable speciality packaging. Gratnells, the creators of the iconic Gratnells tray, has been providing solutions directly to more than 68 countries around the world from the UK for over 40 years. Opening a dedicated US operations site last year, the company has solidified its international offering by producing modern STEAM activity and makerspace storage designed to suit a curriculum shaped by the modern world. As education equipment becomes more technologically advanced and sophisticated, an increasing number of STEM kit developers at home and abroad are turning to Gratnells to provide trays and SmartCases capable of housing bespoke kit components. Protective and customisable systems are often required that are capable of carrying inserts for segmenting delicate equipment, small components, electronics and art supplies. For the Robolink CoDrone kit, a tough, lightweight and versatile storage case with ideal qualities for storing delicate parts was selected, Gratnells SmartCase. The Gratnells product development team then established that a suitable solution would need to house all components, spares, controllers and finally assembled drones. A bespoke design of die cut foam inserts with removable sections was created and full customisation procedures were implemented to ensure all components remained secure in pre and post build states. To complete the package, the SmartCases were finished with the CoDrone logo. Wes Hsu, VP of UX & Design at Robolink, said “Customers love the way the parts are laid out and say they just can’t wait to start building. The Gratnells team were able to take feedback and reach a solution that made sense despite have a pretty tough set of parameters for the CoDone case to meet.” Anthony Byrne, Product Manager at Gratnells said, “We are very pleased with the way the solution turned out for Robolink. The SmartCase solution really adds value to STEM coding, robotics and programing kits and the customisation looks great.”