V1 Sept ENABLING YOUNG PEOPLE TO ACHIEVE Working with Community Learning Development (CLD) and partner providers. Learning Together Resource Learning together resources use carefully selected videos of excellent practice and information from The Journey to Excellence websiteThe Journey to Excellence website. Whilst you watch examples of practitioners and learners, and listen to the perspective of researchers, you will be encouraged to carry out activities and put your learning into your practice.

Who is this for? The pack has relevance for a wide range of partners and professionals working in all sectors and contexts who contribute to the implementation of Curriculum for Excellence. It is designed to help you reflect on the implications of achievement for your practice. ENABLING YOUNG PEOPLE TO ACHIEVE Working with CLD and partner providers. Learning Together Resource

The resource is presented using a slideshow format. Slides can be accessed in succession, using arrow keys, through hypertext links or navigation buttons. Hypertext links are live in slideshow format only. An asterix* highlights there is additional information in the notes pages of a particular slide. ENABLING YOUNG PEOPLE TO ACHIEVE Working with CLD and partner providers. Learning Together Resource

Improvement Guides VideosActivities Introduction The resource is organised in 4 sections. Each can be accessed individually or in succession. Additional resources Additional resources can be found after the activities section. ENABLING YOUNG PEOPLE TO ACHIEVE Working with CLD and partner providers.

INTRODUCTION 5 Building on learners achievement Personal achievement provides children and young people with a sense of satisfaction and helps to build motivation, resilience and confidence. The experiences and outcomes include opportunities for a range of achievements in the classroom and beyond. All establishments need to plan to offer opportunities for achievement and to provide the support and encouragement which will enable young people to step forward to undertake activities which they find challenging. This is one of the key areas where schools need to work closely with voluntary youth organisations to help young people access information and opportunities and make their voices heard. – Building the Curriculum 3

INTRODUCTION 6 Skills for learning, skills for life and skills for work Working in partnership affords young people a broad range of opportunities and scope for greater personalisation and choice, with benefits for both the young person and the partner organisation. Working with each other, and with other partners such as parents, employers, public bodies and voluntary organisations, can help schools and other learning providers to make the most of their contribution and recognise their part in promoting lifelong learning. In implementing the Experiences and Outcomes and planning for the senior phase of learning all partners, including learners themselves, will need to review the way they plan, reflect on and evaluate the development of skills for learning, life and work. Building the Curriculum 4

INTRODUCTION 7 Planning learning across settings Children and young people achieve success in learning through planned activities in a range of settings and in their lives at home and in their local community. These activities may be provided by youth organisations, clubs and interest groups, in community provision or by activities organised by young people themselves. It is important that, through their involvement in such activities, learners build on and progress in the skills and attributes that they are developing. Recognition of as much of their achievement as possible makes learning more relevant and motivating. Building the Curriculum 5 Building on Learners achievement

INTRODUCTION 8 ENABLING ALL YOUNG PEOPLE TO ACHIEVE : Working with CLD and partner providers. Who is this for? This programme is for all members of a school and learning community to carry out together. It is particularly relevant for leaders in schools and in other learning settings who wish to engage or re-engage their staff in discussions about achievement, both in a school and in other learning settings. *

Videos 9 VIDEOS Denny High School Dance Academy Turnbull HS ASDAN Award Glasgow Academy Enriched learning The following two slides link to a sample of clips showing effective practice in achievement These can be viewed online or downloaded. They can be accessed by clicking the school name on the slide. Alternatively, enter the school name into the video search engine on The Journey toJourney to ExcellenceExcellence online resource. The clips are also available at iTunes U.iTunes U.

Videos 10 VIDEOS Park Mains HS Duke of Edinburgh Award in the communityDuke of Edinburgh Award in the community. Glasgow Academy Outdoor Learning Drumchapel ITTC

Improvement guides 11 Improvement Guides – What is excellence in achievement ? Assessing progress and achievement Enabling all children and young people to achieve Leadership and coordination Monitoring, recording and tracking success Multi-agency approaches to improve learning Recognising achievement Profiling success in achieving outcomes of learning Reporting on success in achieving outcomes The school in its community Working with partners to meet the needs of children and young people The following improvement guides provide information on achievement. They are part of a series available on the Journey to Excellence online resource. They illustrate the different between good practice and excellent practice in achievement. They can be applied in any learning context.

Activities Activity 1 This activity helps you to set the scene for what you want young people in our learning community to achieve. Activity 2 This activity helps you to focus on reviewing and developing opportunities for achievement within the context of a school. Activity 3 This activity looks at developing opportunities for a young person using National Award programmes. Activity 4 This activity develops your thinking for maximising opportunities for achievement in partnership with other organisations and the local community.

ACTIVITY 13 Activity 1- Setting the Scene Activities Where possible divide staff, including support staff, into groups of six to eight. It would be helpful for an unpromoted member of staff or a member of a key partner organisation to chair the groups. Group starting point: The national vision for all children to: Develop their capabilities as successful learners, confident individuals and effective contributors to society where children should be - Safe, healthy, achieving, nurtured, active, respected, responsible and included Groups should record their thoughts on the discussion topic on flip charts or PowerPoint slides and display them for everyone to see. Group discussion prompts: What do we want the young people in our learning community to achieve? How do we know what they are achieving and what else they are capable of? How engaged are young people in discussing all of their learning? Prompts to support self-evaluation How well do we understand the learning opportunities available? Are the opportunities for achievement that we currently offer sufficiently ambitious and challenging? Do we continuously monitor, and respond appropriately to, young peoples readiness to be included in more challenging tasks? Do we use flexible approaches in our opportunities for achievement that meet the needs and learning styles of all learners? How do we know all of the above? Do we have evidence?

ACTIVITY 14 Activity 2 Developing further opportunities for achievement in schools and establishments Teachers should report to parents on their childs achievement in terms of levels as well as using brief qualitative comments to reflect how much and how well their child has achieved. Assessment approaches should help learners to show their progress through the levels and enable them to demonstrate their achievements in a range of ways which are appropriate to learning. Watch the illustrative movies: Denny High School Dance Academy Glasgow Academy Enriched learning In groups discuss the following questions: How well are the learners achieving and progressing? How do you know? How did these examples monitor, and respond appropriately to, young peoples readiness to be included in more challenging tasks? What features from these examples could we replicate in our learning community? What would we need to change? Activities Stop doingKeep doingStart doing In groups summarise the results into a grid, share, discuss and reflect upon this with colleagues.

ACTIVITY 15 Activity 3 Developing opportunities for achievement using National Award programmes Watch the illustrative movies: Park Mains HS Duke of Edinburgh Award Glasgow Academy Outdoor Learning Turnbull HS ASDAN Award Re-form into different groups to discuss the following questions: How did these examples meet the needs of all learners? How are these awards used to recognise learning and enable progression? How well does this learning articulate with learning in other settings including classrooms? What features from these examples could we replicate in our learning community? What would we need to change? Activities Stop doingKeep doingStart doing Each group should now summarise the results into a grid and share, discuss and reflect upon this with colleagues.

ACTIVITY 16 Activity 4 Developing opportunities achievement in partnership with other organisations and the local community Watch the illustrative movies: Park Mains HS Duke of Edinburgh Award in the community Drumchapel ITTC Re-form into different groups to discuss the following questions: What do these examples enable young people to achieve? Were the opportunities offered sufficiently ambitious and challenging? Do we make sufficient use of our local community and other learning settings to offer opportunities to build and progress achievement? How robust are our arrangements for joint planning and information sharing? What features from these examples could we replicate in our learning community? What would we need to change? Activities Stop doingKeep doingStart doing Each group should now summarise the results into a grid and share, discuss and reflect upon this with colleagues.

Promoting innovative and transformative change.