Introduction SKILLS FOR LEARNING, LIFE AND WORK

Scotland’s Curriculum for Excellence, and are entitled to opportunities for developing The skills and attributes can best be in particular Building the Curriculum 4 skills for learning, life and work. The skills are delivered through partnership working. (http://www.educationscotland.gov.uk/ relevant from the early years right through to All establishments should work with partners Images/BtC4_Skills_tcm4-569141.pdf) the senior phase of learning and beyond. and share a common understanding and identifies the importance of skills for language around skills development and It is the responsibility of all pre-school, school learning, skills for life and skills for work. application. Together, we should plan and and college staff, professionals and adults deliver learning and other experiences which A ‘skill’, in its narrower sense, is an acquired working with children and young people to meet the needs of individual children and capability that enables an individual to support the acquisition of skills for learning, young people. engage in particular activities. It is the ability, life and work. It is important to recognise and competency, proficiency or dexterity to carry reflect on the role of parents and carers in The partnership between Education and out tasks that come from education, training, influencing young people. Economic Development will support key stages practice or experience. It can enable the 3-18 years and focus on employability skills It is important that children and young people practical application of theoretical knowledge alongside those for learning, life and beyond are aware of, and understand, the value of the to particular tasks or situations. ‘Skill’ is also to a positive destination. This innovative skills that they are developing. Adults, practitioners applied more broadly to include behaviours, partnership draws on expertise in education, and learners should reflect together on their attitudes and personal attributes that make employability and the business sector to offer progress in the range of skills that they consider individuals more effective in particular contexts and Galloway Employability Awards to be important in their learning, lives and such as education and training, employment at bronze, silver, gold and platinum levels work. The assessment process should help and social engagement. from a range of modules based on national children and young people to understand why SCQF levels from the SQA. The award will The skills and attributes which children and skills are important, reflect on how they are be endorsed by national and local business young people develop should provide them developing their skills, identify the next steps in organisations and will be based around the set with a sound basis for their development their skills development and understand how of Employability Competencies identified by as lifelong learners in their adult, social and the skills they have acquired can be used across schools and employers. working lives, enabling them to reach their the curriculum and in their lives in and outside full potential. All children and young people the classroom or establishment.

S:\Learning & Teaching\Curriculum For Excellence\CSI\Dumfries & Galloway Pathway to Employability https://www.educationscotland.gov.uk/Images/ CareerEducationStandard0915_tcm4-869208.pdf

Every child and young person is entitled This resource has been developed through to develop skills for learning, skills for life a collaborative approach involving SDS, and skills for work. Chamber of Commerce , Local Employers, Local authority and school staff recognising All staff have a professional responsibility the essential contribution each partner makes to ensure this entitlement is fulfilled for all to the progression of skills development. young people. Employability partnerships are a key Staff in schools will be familiar with ‘Building development within Curriculum for Excellence the Curriculum 4’ (2009) which sets out key Implementation Plan 2015-16 section on messages about how children and young Employability and Skills (DYW) delivered people develop and apply skills. It sets out in partnership with Skills Development skills for learning, life and work and shows Scotland and Scottish Funding Council how they are embedded in the experiences and outcomes and the senior phase. http://www.educationscotland.gov.uk/ resources/c/genericresource_tcm4863260.asp We now need to think about evidence of progression in those skills and how they can be developed and applied across learning and in different contexts. There are different skills sets: where learners enjoy rich and active learning these skills will be developed. It is the recognition of a variety of skills sets and a shared dialogue between a learner, their peers the teacher and ultimately employers that is key to fulfilling their entitlement . The purpose of this publication is to recognise the different skills sets and demonstrate how they can be applied as the learner progresses through the pathway from school to positive sustained destinations. The resource includes increase opportunities for positive and sustained communication, as this would be less onerous employability for all of our young people. or several or indeed , every area. It was felt SECTION ONE: that all the skills included in the toolkit A survey was used to research employers’ Developing Skills for have equal importance and therefore the views from local business and services on the Learning, Life and Work Cluster chose to gather feedback on every strengths and areas for development our young area through an Audit questionnaire. The A skills and attributes toolkit from the early people present on entering the workforce. questionnaire results revealed that learners years through the Broad General Education, The results, along with National research had very limited opportunities to develop with accompanying DVD (appendix 1) and statistics e.g. Developing Scotland’s certain skills and also indicated that there was Young Workforce and anecdotal evidence This flexible toolkit raises awareness of little consistency in the skills being taught from Chamber identified core skills for learners, staff, parents, across the Cluster making it difficult for the of Commerce, demonstrated the aspects and partners in learning. It can be used Secondary to plan progression for learners and and learner outcomes which needed to be to promote a consistent approach to skills agree common areas for development. development in the classroom and could be highlighted and reinforced in schools. It was decided that due to other Cluster used for tracking the progression of skills From this information and further research, the priorities, focussing on communication and development through an audit tool. The film Skills for Learning, Life and Work Toolkit was teamwork had synergy with the ‘Working with can be used to promote professional dialogue devised by the SLDP3 Dumfries and Galloway Others’ programme already being undertaken to develop further understanding of the group, as part of the Dumfries and Galloway and gave a platform for promoted staff to relevance of these essential skills for staff, Skills Pathway shaped and supported by employers. develop across the Cluster. Next steps are learners and parents. Within the toolkit a film was made to illustrate that the promoted staff involved are to meet the discrepancy between the preconceived Case Study 1: Lockerbie Cluster regularly to plan and evaluate implementation understanding local young people have This shows how one cluster used the resource of skill strategies through the small test of about the World of Work and the actual skills to audit current opportunities for learners and change philosophy (Plan, Do,Study,Act). employers require. It was decided to pilot the skill areas requiring further development. toolkit within Lockerbie Cluster as it consists of Appendices: Kathryn Fraser, Partner Head Teacher of a large Secondary school and twelve Primary Appendix 2: How to use the toolkit Applegarth and Hutton Primary Schools, was feeder schools of varying sizes and demographics, Appendix 3: Audit Tool part of a Scottish Government Leadership which provided a wide range of feedback. Appendix 4 Employers survey Development Programme where the chosen At a Cluster meeting all Headteachers discussed ‘wicked issue’ was to develop a 3-18 toolkit whether to focus on a particular skill area e.g. which can be implemented by all schools to

SECTION TWO: Case Study 2: The Employability Skills Progression Card (Appendix 5) will help all of the young people Developing skills for Work Employability skills progression card in Dumfries and Galloway to assess their level (Employability) (Appendix 5) of skill and identify areas for development. This section focuses on the key skills for work. Employers, parents and school leavers were This will also enable staff to focus on the skills It incorporates identified key skills required keen for the school to develop a structured which will have the greatest impact on future by employers. It includes an online skills approach to the development of employability employability. progression framework to be used by learners skills to ensure they could track these skills and employers to evaluate strengths and areas through the Secondary Curriculum. They were for development in relation to ten key areas. keen to raise awareness of these skills in young people and to give them the opportunity to • Communication and interpersonal skills develop these further. Ultimately, the purpose is • Using problem solving abilities and initiative to increase their employability as part of a 21st • A positive work ethic Century workforce. • Specific ICT skills Dumfries and Galloway Authority aim to increase; • Numeracy skills • The percentage of school leavers attaining • Valuing diversity and difference vocational qualifications • Working under pressure and deadlines • The percentage of young College students • Organisational skills moving into employment or higher level study • Teamworking skills • The percentage of employers recruiting • Customer services young people directly from Education • Participation in education, training and employment from under represented communities Wallace Hall Academy’s approach to Galloway. (Wallace Hall Academy Castle Douglas learning opportunities in a wide variety of employability skills development: High, Kirkcudbright, , subjects, from English and Art to Biology and , Sanquhar, Dalry, Maths. This means that our children and young THE QUEENSBERRY INITIATIVE: Stranraer and Moffat). people have the opportunity to explore local Addressing the Recommendations employment opportunities, both traditional and of the Wood Commission The employability skills progression card will modern, and to enhance their employability also be used by the learner to self-assess and The Queensberry Initiative (QI) is a community skills through direct interaction with a range by staff and peers moderate judgements. education charity which links Wallace Hall, of community partners. Our local partners are Learners will also be asked to collect evidence to its cluster primary schools, the Buccleuch able to directly contribute to the delivery of the support their judgement. (See Electronic capture and Queensberry Estate and the surrounding curriculum, to showcase their sector to a new example available from Wallace Hall Academy) communities of Mid-Nithsdale in order to generation of potential recruits and to support enhance the learning experiences of pupils Vocational Courses and advise those pupils who demonstrate a real and to develop their employability skills. The Wallace Hall has a broader, more engaging, aptitude and passion. principal beneficiaries are around 800 children curriculum as a result of QI’s successful Career Mentoring and young people from Wallace Hall and our implementation of vocational courses built six cluster primary schools. QI also works closely Wallace Hall’s senior pupils have the chance to around ongoing consultation with businesses with around 100 local partners including the apply for the QI Career Mentoring programme, representing key sectors of the local economy. Buccleuch and Queensberry Estate, our fifteen a scheme which matches them with a mentor Courses such as Rural Skills, Forestry and partner farmers and the Forestry Commission. from the local business community and uses Activity Tourism are very much in line with the The employability agenda is at the heart of our a series of one-to-one sessions to help them skills development agenda of A Curriculum for core programmes: to prepare for further or higher education, Excellence and provide pupils with practical an apprenticeship or a job. These mentors The employability skills progression card will be experiences and tangible connections with local have a wealth of experience and a network used to assess the development of skills in the businesses and communities. of connections which are invaluable in raising areas described below. There will be regular The ‘Outdoor Classroom’ awareness of employment opportunities and opportunities to track and monitor progress in supporting our young people as they make during Social Education, subject teaching, QI works with teachers at Wallace Hall and the crucial decisions on their futures. Inter-disciplinary learning and in the SQA six local primary schools - Wallace Hall Primary, Employability course which has been developed Closeburn, Penpont, Moniaive, Dunscore and by nine Secondary schools in Dumfries and Duncow - to promote and deliver outdoor

Work Experience Social Enterprise Rural Opportunities Day Every Wallace Hall pupil in their leaving year has QI supports Wallace Hall’s social enterprise QI organises and hosts Rural Opportunities the opportunity to work with the Queensberry - Whapples community orchard – an Day, a large-scale careers event which brings Initiative team to arrange a programme of work initiative which develops the employability/ together a wide range of local businesses and experience which is tailored to their career entrepreneurial skills of the pupil board community organisations in order that they aspirations and to the demands of their school members and engages the wider community in can have a direct impact on the career goals timetable. Pupils complete an initial profile and the enterprise agenda. The Whapples board is and post-school destinations of pupils who then work with QI to source a relevant provider. currently seeking funding which would enable may otherwise have overlooked the diverse Once the placement has been arranged, the them to have the orchard site landscaped opportunities accessible in Mid-Nithsdale and QI team liaise with the provider and with the in order to create an accessible community beyond. Pupils are able to seek expert advice pupil at regular intervals, helping to ensure an learning space. The crop has yet to mature but and to make connections that may have a huge invaluable experience for all involved. the board are already drawing up commercial influence on their career paths. plans and consulting representatives of the Transitions local business community as they decide on It is planned that QI’s S4 transitions programme the range of products to offer and on the will focus on supporting pupils who have most viable outlets for these products. Pupils expressed a desire to leave school at the end of gain an appreciation of what it takes to run a the academic year. These pupils will be helped successful business and they see, first-hand, to prepare for a successful move into further/ the importance of supporting the local food higher education, training or employment. industry. QI will provide a broad range of experiences - such as outdoor learning sessions, site visits and College link courses - which focus on enhancing key strands of employability, such as communication skills, teamwork and an awareness of local opportunities. • Improve the level of skills within our Learning Town Executive and Practitioner teams communities and workforce to ensure educational providers are reflected in the process and are able to support Innovation • Ensure early intervention, in particular into practice. to keep our region’s most vulnerable children safe The key aims are the development of a career pathway approach to: • Invest in creating schools fit for the Case Study 3 – Dumfries Learning Town 21st century which are at the heart of • achieve sustainable economic growth by The focus for this work is based around our communities better preparing young people for the world Dumfries Learning Town which is adopting of work and ensuring they can make more • Raise ambition and attainment, in an innovative approach to provide a new informed choices. particular to address inequalities model of 2 to 18 education delivery. Through • build on the strengths of the current system, new purpose built facilities, this model will • Support children to be healthy and active fusing academic and work based learning provide a greater range of subjects in learning reflecting national ambitions from the Wood environments that better meet the needs of The Vision of DLT is to establish an engaging Commission, with local ambitions and need. all our learners. The curriculum model will be and exciting learning pathways plan that better integrated, both in theory and in practice integrates a ‘vocational’ education offering • provide new, improved opportunities for with further/higher education and businesses to and skills/competencies’ based learning employers to achieve a skilled workforce support positive destinations for young people opportunities through core curriculum planning and enable young people to gain useful supporting our Councils priorities to; across our schools developed with the Dumfries qualifications and additional routes into the world of work. • develop learning opportunities for students who wish to enter the world of work that is currently represented by business, trades, creative arts traditionally, but not helpfully, known as ‘vocational’ learning from primary settings onwards

Partnership Working with skills and develop their career further. This joint working with children and young people play an Dupont Teijin Films working has promoted Dupont Teijin Films in the important role in career education as it supports local community and promoted possible careers the development of skills for learning, skills for At Cargenbridge their collaboration and within the company. life and skills for work. The project gives the partnership with Dupont Teijin Films helps P7 pupils at an early stage, an opportunity to all learners to see the link between the skills Every year for the last five years in partnership learn about the different career opportunities they develop across the curriculum and how with Dupont Teijin Films, all the primary in the company. Their employees talk to pupils these are used in the world of work. This school pupils at Cargenbridge are involved in in school about their job role, what the job then opens up new possibilities for learning. a World Quality Day Project. In industry World involves, qualifications needed and how people Their partnership enhances their pupil’s Quality Day is held annually to recognise the got into their job and likes/dislikes about the learning in many ways. It provides their pupils importance of Quality Work. Each year the job. Pupils then choose one of these jobs with the opportunity to develop a range of staff from Dupont set the pupils a challenge. and visit the factory for an afternoon to learn skills including their teamwork skills, critical Each year the theme, which always links to the about security and safety in the workplace, thinking, problem solving, communication and experiences and outcomes, is different but it is work alongside their chosen job holders, leadership and personal development. The always related to polyester film which is made undertake real work activities and get a real partnership also provides the pupils with a real at DupontTeijin Films. Some of the themes time experience of a chosen career. This great life experience to develop and enhance their which have been used for the challenges are - opportunity gives the pupils an opportunity to learning and career aspirations. Curriculum for recycling, the forces, food and food packaging see first hand the world of work and the skills Excellence describes a number of statements and fashion. The outcome of these challenges needed in the workplace. which sets out what every learner is entitled are judged by staff from Dupont and winners to. Through this partnership, children are are awarded. All the children enter into their Staff, pupils and parents all value the support given many opportunities within their Broad challenge whether it be an individual task or a from the Staff at Dupont Teijin Films and General Education to develop many skills for team task with enthusiasm to ensure that they continuous evaluation of the partnership and life, learning and work, numeracy, literacy and produce quality work. The follow the plan, do collaborative working takes place to measure health and well being. It also starts to introduce review model. the impact and to identify the outcomes of the them to thinking about positive and sustained collaboration. Another aspect of the partnership is the P7 destinations beyond school. Careers Project. As we know career education Dupont Teijin Films is in the school community can support learning and the important and the partnership not only benefits the pupils decisions that young people make about but also the company. It provides the staff at subjects, pathways, future learning and job Dupont with opportunities to enhance their opportunities. Teachers and practitioners The competency framework was derived The central importance of work experience from a series of evaluation and research identified in Developing Scotland’s Young exercises conducted by the Local Employability Workforce suggests an employer-led Partnership as well as wider partners including assessment to be central to the achievement SQA research and employer engagement of a quality employability award. Our Dumfries events. This research helped identify the key & Galloway award will be based upon the competencies and transferable skills required set of employability competencies identified SECTION THREE: for any employment setting, providing young in consultation with schools and employers Dumfries and Galloway people with the tools that will help them unlock and will be triple certified by SQA, Dumfries the door to a successful future. & Galloway Council and by national business Employability and Skills organisations. Framework (Appendix 6) The results of this research also reflect the employability skills developed by STEMNET An employability award for all underpinned http://www.stemnet.org.uk/ and the by a quality assessment tool for employers Confederation of British Industry endorsed Working in partnership it was agreed that the Employability Framework: innovative ambition for Dumfries & Galloway • A positive attitude region was to create an agreed set of core employability competencies that each young • Self-management person would achieve before leaving school. • Team working It was agreed that these competencies should reflect the known expectations of employers, • Business and customer awareness the Senior Phase of the Curriculum for • Problem solving Excellence, Skills Development Scotland Careers • Communication and literacy Management Framework and local knowledge; it was also important to align in-school provision • Application of numeracy with post-school employability services. • Application of information technology

SECTION FOUR: Dumfries and Galloway Council is drawing Developing Scotland’s on the expertise of a range of partners within Workforce (formerly known as and out with the Council to help create an effective strategy that will engage all young the Wood Commission Report) people in appropriate destinations post school. This is work in progress. There are three The response to The Wood Report is to begin local working groups taking forward the with Skills for Learning, Life and Work from recommendations from Developing Scotland’s the earliest of stages and continue to engage Young Workforce in activities and skills development through all levels of education to the Awards for Further information can be found in the Employability designed by the Council and following link to Developing Scotland’s Young recognised nationally. Workforce Employment Strategy http://www.gov.scot/Resource/ 0046/00466386.pdf Developing the Young Workforce - Scotland’s Youth Employment Strategy: The remit given to Sir Ian Wood was to explore how we might develop a modern, responsive and valued system for vocational training and emulate the labour markets of the best performing European countries. The 39 recommendations in “The Wood Report” build upon the Scottish Government’s Economic Strategy, the introduction of Curriculum for Excellence and the extensive reforms of Post 16 Education. 0987-15