Transforming lives through learning Keeping girls in focus: Personalising learning and support

Transforming lives through learning Personalising learning and support Gender, brains and schooling Differences in outcomes Challenge for Scottish schools

Transforming lives through learning Legislative and policy framework Scottish Government’s national objectives Equality Act Curriculum for Excellence Getting it Right for Every Child Additional Support for Learning Promoting Diversity and Equality: Developing Responsible Citizens

Transforming lives through learning Opening Questions 1.Are girls’ brains different than boys’? 2.Are our schools girl-friendly?

Transforming lives through learning

In Scotland most pupils perform well, BUT we are below average in reducing social inequalities in achievement; inequality begins early in children’s lives; comparatively high proportions of pupils do not have positive post-school destinations; most inequalities are within schools; and insufficient match between curriculum, learning approaches and pupils’ needs.

Transforming lives through learning Average tariff score by EA 2010/11, by gender FemaleMale score Mean Aberdeen City Aberdeenshire Angus Argyll & Bute Clackmannanshire Dumfries & Galloway Dundee City East Ayrshire East Dunbartonshire East Lothian East Renfrewshire Edinburgh City Eilean Siar Falkirk Fife Glasgow City Highland Inverclyde Midlothian Moray North Ayrshire North Lanarkshire Orkney Islands Perth & Kinross Renfrewshire Scottish Borders Shetland Islands South Ayrshire South Lanarkshire Stirling West Dunbartonshire West Lothian Scotland In every education authority in Scotland girls out perform boys and nationally by about 15% across social background, ethnicity and additional support needs.

Transforming lives through learning Success for all Improving the poor outcomes of some learners remains a central challenge for all establishments and services which support learners, particularly those facing significant disadvantage. Priorities are: identifying and tackling barriers to learning before they become entrenched; finding new ways to meet the needs of the increasingly diverse population of learners; personalising learning and support to take account of individual needs, choices and circumstances while relentlessly reinforcing high expectations.

Review of learning and planning of next steps Gaining access to learning activities which will meet their needs Planning for opportunities for achievement Preparing for changes and choices and support through changes and choices Pre-school centres and schools working with partners Support Entitlements

Transforming lives through learning

Girls encountering several adverse events in their life Schools and authorities need to track and monitor patterns of levels of attendance exclusions for all young people in care. Where children and young people encounter difficult family circumstances, education authorities need to assess and review whether they have additional support needs and consider need for a coordinated support plan

Transforming lives through learning Schools need to improve approaches to assessing and recording young people’s progress with their social, emotional and mental health and well-being through the experiences and outcomes of health and well-being as the responsibility of all in the school. This approach should be an area of importance where issues of non-attendance, substance misuse, sexual relationships are present for young people. Transitions from mainstream provision to other forms of provision need to be clearly managed with schools taking responsibility for young person’s education overall.