PRIORITISING THE RETURNOF SENIOR PHASELEARNERSTechnical guidance for providingsenior phase practical work in-school
Purpose of this guidance1. This guidance has been issued in response to the First Minister’s announcement on 2February. It is intended to provide clarity and support for local authorities and secondaryschools on providing arrangements for small groups of senior phase learners to return toschool (subject to confirmation on 16 February and scheduled to be from the weekcommencing 22 February 2021). This limited return of learners is for the purpose ofcompleting the learning and teaching of critical practical work in relation to qualifications in2021 (for example NQs, NPAs, SfWs and FAs and others) that can only be carried out inschool. The arrangements set out in this guidance are currently expected to be in place from22 February until the First Minister announces further decisions on the wider return of learnersto secondary schools.2. Schools should set a clear purpose for learners coming into school and careful planningmust take place to make the most effective use of any in-school time. This guidance identifieskey principles for local authorities and schools to consider in providing local arrangements.The local knowledge of school staff with regards to learners, their course choices and needs,availability of school transport and school accommodation will be central in setting individualschool arrangements that take account of their particular circumstances.3. This guidance also includes a range of exemplar timetables prepared by senior managers,who are experienced headteachers and timetablers from schools across Scotland, for schoolsto reflect on, and draw upon, in setting their own timetables for learners. The exemplarsconsider how a limited return could support a small group of learners to complete courseworkin subjects where there is a high level of practical work, which requires in-school facilities andcannot be undertaken remotely. The exemplars are modelled to keep the numbers of learnersin school at levels that balance requirements to manage wider transmission levels withimmediate, educational needs. On that basis, senior phase learners timetabled in school toundertake practical work at any one time should be no more than 5-8% of the secondaryschool roll. That figure is additional to those children and young people already in attendanceas a result of being classified as vulnerable or through key worker status.4. All aspects of the existing Coronavirus: guidance on reducing the risks in schools, theCoronavirus: Arrangements for the phased reopening of schools in February / March 2021 supplementary guidance and accompanying Advice from the Covid-19 Advisory Group onEducation and Children’s Issues – Phased return to in-person learning in schools and earlylearning and childcare (ELC) settings – Mitigations continue to apply while schools are open.5. Practitioners across Scotland have been providing remote learning of high quality forsenior phase and BGE learners. Positive feedback on remote learning from parents, carersand learners provides reassurance that for many learners good progress is being madecovering the required course content. Schools should continue to encourage and monitorlearners’ engagement in their remote learning provision. However, despite schools andpractitioners making adaptations to how senior phase courses can be taught, there have beengreater issues with learning and teaching in more practical-based subjects.2 Prioritising the return of Senior Phase Learners
6. Schools must ensure that the number of senior phase learners timetabled in school toundertake practical work at any one time does not exceed 5-8% of the secondary school roll.This number is a cap, and not an indication of the number of learners that schools areexpected to have in the building at all times. This number does not include the provision forkeyworker children and vulnerable learners. Schools should consider the arrangements theyhave in place to keep these two groups separate.Principles for secondary school practical work in-school7. Based on a maximum of 5-8% of the school roll on the premises for these purposes, theKey Principles of this guidance are to: support learning and teaching in subjects where there are the highest levels of practicalwork that require in-school facilities and cannot be undertaken remotely;maintain remote learning for all across BGE and Senior Phase to protect continuity oflearning and teaching.8. The following Working Principles should guide local authorities and schools in planningtheir provision for in-school practical work. The priority for Senior Phase learners at this time should be learning and teaching, toensure that they have a secure foundation and course coverage prior to formalassessment taking place in the later stages of the 2020/21 academic session.Prioritise the subject areas requiring in-school facilities.Remote learning should be the primary delivery model in use; only consider in-schoollearning where it is absolutely necessary to support learning.Support remote delivery of practical work as much as possible. For example, someschools are providing resource packs for learners to support subjects such as Art andDesign. After initial input from the teacher it may be possible for the learner to continue towork from home.Schools will need to decide on timetable arrangements based on local knowledge oflearners and their choices within courses. For example in larger schools, teachers willneed to discuss the approach and most effective use of their time. In small schools withonly one subject specialist, a model of splitting groups across a two-week timetable maybe appropriate.There needs to be a clear purpose for learners coming into school and careful planningmust take place to make most effective use of any in-school time. For example, some ofthe background and theory for a practical activity (such as science experiments forNPAs) should be covered via remote learning before the practical activity andconsolidation of learning occurs in school.Where possible, schools should plan in-school provision to sit alongside quality remotedelivery. For example, in schools where they are following a timetable, it may be possibleto work alongside the column structure. In other schools where they are not operating toa timetable, consider the timing of any in-school blocks against the temporary structurethat has been set up. Some schools are also recording lessons for learners to access ata time that suits them.Where staff are being deployed to support in-school curricular delivery, consider anyadaptations required to the offer of remote delivery in the BGE.3 Prioritising the return of Senior Phase Learners
Existing provision for key worker children and vulnerable learners must be factored inwhen planning in-school provision for practical work, and these groups must be keptseparate. If a learner who is part of the existing keyworker/vulnerable learner provision istimetabled to complete senior phase practical activities they must be included in the totalthat does not exceed 5-8% of the school roll.Consider any potential overlap of subject combinations by looking at class lists. Schoolsare experienced in doing this as it is required when planning assessment diets.The rationale for in-school delivery should be shared with parents, carers and learners.Communicate with parents, carers and learners in advance detailing the strict Covid-19mitigations to be followed, reiterating expectations, and how 2m physical distancing willwork.Make best use of the building and space out learners to ensure they adhere to 2mphysical distancing. Be clear as to routines to meet and greet learners and how to exitthe building safely. Consider part-time only delivery.Minimise wherever possible the general flow of learners in and out of school through theday.Lunchbreak and other social times will need to be carefully managed in line withmitigations required. If those young people who attend school go offsite for lunch, theyshould follow the rules in place for wider society.9. In line with these principles, schools can arrange for young people to access schoolaccommodation, materials, equipment and learning opportunities in order to collect orcomplete coursework related to the practical aspects of their qualifications in 2021.Prioritisation of subjects with practical work in 202110. In terms of the subjects involved, the underlying assumption is that, if the work can beundertaken remotely, it should be. To remain within the 5-8% cap, the aim must be to reducethe number of learners in attendance. The purpose for any in-school provision must be clear.Schools should ensure that arrangements for individual subjects stay within the existingschools guidance and accompanying mitigations.11. Examples of subjects, along with some considerations, that would be likely to require inschool provision are included in the list below. Note that this is not an exhaustive list, but thisshould be for practical tasks only. Local knowledge is important in understanding whichlearners may require in-school learning and for what subjects, particularly in terms oflearners’ choices within subjects. Administration and ITArt and DesignCraft, design, engineering and graphics subjectsComputing - support required for programming where students do not have the softwareor hardware at homeDramaHE – Practical Cookery and Practical Cake Craft may need in-school access due toresources required4 Prioritising the return of Senior Phase Learners
Media - learners creating a moving image product film trailer will need access tospecialist equipment. However, other learners may be designing a series of media textbased adverts or a storyboard so do not need to attend schoolModern Languages/ESOL – speakingMusic – in line with the Education Scotland guidelines for the teaching of music duringCovid-19Music Technology - much of the course requires access to technical equipment.PE (see note below)Science NPAs may require in-school provision as they have a practical element. Otherscience courses can be delivered remotely this year, as the AVU (N4), assignment (N5and H), project (AH) are not requiredNPAs, FAs, SfW – a range of these will need in-school provision due to the practicalnature and resources requiredAdvanced Highers remain in remote delivery as far as possiblePhysical Education and Dance12. Schools are reminded that practical elements of Physical Education and Dance coursescan only take place outdoors and that 2m physical distancing must also be maintained.These restrictions should therefore be considered along with the above principles whenmaking decisions about which learners are timetabled to return to in-school learning. Anylearners invited to school to participate in PE/Dance must be included in the daily total. Thisincludes where a school’s PE facility is not on the same site.College Provision13. Temporary lockdown guidance for colleges has also been published. This makes clearthat senior phase school learners should not attend college while schools are only providingin-person learning for a very limited number of learners. Colleges should explore whetherarrangements can be made for this learning to take place online. Further discussions willtake place urgently to explore any potential changes to the guidance around senior phaselearners attending college.14. Visiting college lecturers and other staff who deliver courses within schools should followthe school guidance and any sectoral guidance. For example, guidance from colleges anduniversities that applies to on-campus and off-campus activity.Developing School Models15. The exemplars in the Appendix were prepared by looking at schools from a range ofcircumstances with regard to SIMD, provision for ASN, the numbers of key workers, and anisland community. Each school model will reflect the needs of learners and subject uptake.Some schools offer several different NPAs, for example, and have a high uptake withinsubjects requiring in school provision. The exemplar models include: Weekly model which repeatsWeek A/Week B and repeat, again this allows for coverage of subjects identified.Weekly for all subjects, two week model and alternate weeks for level 5/level 6.5 Prioritising the return of Senior Phase Learners
16. The following table sets out a summary of the school rolls within the nine schoolexemplars (see Appendix).SchoolRollSenior PhaseRollNumbers accessingexisting provision forkey worker childrenand vulnerablelearners across theschool each daySchool A6782553354School B8843942070School C167473323133School D2771302522School E9633732077School F8973746071School G129854997103School H11295591590School I526253742Max no of SeniorPhase learners inschool for practicalactivities each day17. The Appendix sets out the nine exemplars. Further considerations by schools inpreparing their models include the following: Learners will be physically distanced. Learners in classes will work with a subjectspecialist (across the school). This could be managed in a number of different ways,including:o internally by the department (e.g. by making use of additional time gained from notdelivering Wider Achievement Opportunities or Tutorials);o using additional ‘cover’ flexibility within existing departmental timetables;o use of additional staff employed on a temporary basis due to COVID-19. Additional staffing will be determined by the specific subject.Different entrances/exits should be used for senior phase learners attending for thispurpose and for the children of key workers and vulnerable learners who are attendingfor their existing provision.Arrangements should be made between schools, local authority transport teams andtransport operators to ensure that appropriate school transport provision is in place tosupport senior phase learners’ return to school.Such arrangements will need to take account of the fact that learners may attend for onlypart of the school day or for designated sessions and ensure that learners’ time in schoolis minimised.Schools will make arrangements for the small group of learners who travel to school inthis way to study in school if they are only due to be attending for part of day. Otherlearners will leave at the end of their designated session.6 Prioritising the return of Senior Phase Learners
Consideration should be taken of issues, around timetabling of sessions to align withtransport services and the need to enable learners to access school meals, particularlythose eligible for free school meals.Conclusion18. Local authorities and schools are invited to use this guidance in developing their ownarrangements for learners studying for qualifications with practical aspects in 2021. Schoolsand staff are best placed to determine the local arrangements that reflect the Key Principlesand other advice set out in this guidance. They can also explain clearly to learners, parentsand carers the rationale and detailed practical arrangements for learners across the relevantsubjects and level.7 Prioritising the return of Senior Phase Learners
Appendix – School exemplarsSCHOOL A (SCHOOL ROLL 678) SENIOR PHASE SINGLE COLUMN GROUPING - MORNINGS mn DPupils17Physical Education18Physical Education7Administration &IT17Art & Design12Drama17TOTAL538%355%Column CAdministration &IT% SCHOOL ROLLTOTAL% SCHOOL ROLLColumn BComputingPupilsColumn A (a)PupilsColumn A (b)Pupils18Hospitality15Art & Design25Hospitality9Physical Education27Music Technology18PhotographyPhysicalEducationTOTAL% SCHOOL ROLL10TOTAL% SCHOOL ROLL426%TOTAL% SCHOOL ROLL436%16538%SCHOOL B (SCHOOL ROLL 884) SENIOR PHASE DOUBLE COLUMN GROUPING - FULL Column DPupilsArt & Design6Computing17Cyber Security5Design &Manufacture18Column FGraphicCommunicationColumn EArt & Design15Column CPupilsColumn AAdministration &Graphic18IT (1)CommunicationFashion & Textiles14(1)PupilsColumn BPupils18Practical Metalwork10PupilsColumn CPupilsS4Pupils19Column DAdministration &ITDesign &ManufactureHospitalityTOTAL% SCHOOL ROLLPupils657%PracticalWoodworkTOTAL% SCHOOL ROLLPupilsColumn EPupilsColumn G15Art & Design (2)18Cyber Security12Art & Design1512Computing (2)19Engineering8Fashion & Textiles914Design &Manufacture (3)19Hospitality20Practical Woodwork1411Hospitality (3)14678%TOTAL% SCHOOL ROLLTOTAL% SCHOOL ROLL587%TOTAL% SCHOOL ROLL485%*1027-8%*Classes on a Wednesday attend school twice every 3 weeks e.g. Week 1 - groups 1&2, Week 2 - groups 1&3, Week 3 - groups 2&38 Prioritising the return of Senior Phase Learners
SCHOOL C (SCHOOL ROLL 1674) SENIOR PHASE SEPERATE COLUMN GROUPINGS ATTENDING ALTERNATE WEEKS - FULL DAYTUESDAYFRIDAYWEDNESDAYTHURSDAYS5/6 - WEEK 1MONDAYColumn BPupilsCyber Security6Drama20Photography17Column C (a)Administration &ITPupilsColumn DPupils18Computing28Art & esign &ManufactureDesign &Manufacture7Music Technology14Practical Cookery9Practical CookeryTOTAL1397TOTAL64% SCHOOL ROLL6%% SCHOOL ROLL4%TOTAL% SCHOOL ROLL3%% SCHOOL ROLL4%% SCHOOL ROLL4%S4 - WEEK 220Column EArt & DesignPupils2062Column F(a)Administration &ITPupils24Practical Cookery15Drama12Art & Design20Computing34Practical icationDesign EngineeringConstructionTOTAL% SCHOOL ROLL15966%14Art & Design62Art & DesignPupils27TOTALTOTAL% SCHOOL ROLL795%TOTAL% SCHOOL ROLL604%Column GArt & DesignDesign Column C (b)GamesDevelopmentGraphicCommunicationArt & Design43PupilsPupils20TOTALColumn C/DColumn EAdministration &ITPupilsColumn F (b)20Pupils20Computing3720Design &Manufacture2018Drama14TOTAL% SCHOOL ROLL714%16Music Technology13TOTAL% SCHOOL ROLL875%SCHOOL D (SCHOOL ROLL 277) SENIOR PHASE MIXED COLUMN GROUPINGS ATTENDING ALTERNATE WEEKS - FULL DAY*MONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAYS4/5/6 - WEEK 1Column FPupilsColumn A/DPupilsMedia5Sport & Recreation10PracticalWoodwork7Boat Building10Art & DesignEngineering10TOTAL% SCHOOL ROLL22TOTAL20CreativeIndustriesTOTAL8%% SCHOOL ROLL7%PupilsColumn D16 Art & DesignDesign &Physical Education5ManufactureHealth & FoodTechnologyJoineryColumn C/FMusicTOTAL% SCHOOL ROLL218%TOTAL% SCHOOL ROLLColumn EGraphicCommunicationPupilsColumn FPupilsColumn CPupils7Physical Education7Practical Woodwork126Music14Music9316% SCHOOL ROLL6%S4/5/6 - WEEK 2PupilsOut of Column8FA EngineeringFA Creative and7Digital MediaArt & Design21Music7TOTAL% SCHOOL ROLL21TOTAL218%% SCHOOL ROLL8%PupilsColumn D/F3HospitalityHealth & Food3Technology5218%TOTAL% SCHOOL ROLL155%TOTAL% SCHOOL ROLLPupilsColumn C9Practical Woodwork5145%MusicTOTAL% SCHOOL ROLL* Due to ferry timetables pupils attend subjects in double periods and remain in school for the rest of the day, working online in designated study spaces.9 Prioritising the return of Senior Phase LearnersPupils129218%
SCHOOL E (SCHOOL ROLL 963) SENIOR PHASE SUBJECT GROUPINGS ROTATION - MORNINGS ONLYMONDAYTUESDAYTHURSDAYWEDNESDAYFRIDAYWEEK 1SubjectPracticalWoodworkPractical CookeryBusiness withTechnologyTOTAL% SCHOOL ical CookeryPupils321566Business withTechnologyTOTAL667%% SCHOOL ROLL7%19PupilsSubject19PupilsArt & Design22Art & ographyGraphicCommunicationTOTAL% SCHOOL ROLL24% SCHOOL ROLL13596%SubjectPupilsSubjectAdministration &FA Health & Social20CareITPC Passport19 BakeryMusic28TOTAL% SCHOOL ROLL677%SubjectPractical CookeryTOTAL% SCHOOL ROLLPupilsSubject9Practical CookeryPhysical Education53Physical EducationTOTAL% SCHOOL ROLL626%TOTAL% SCHOOL pilsPractical CookeryBusiness withTechnologyTOTALSubject32Web Design15Computer GamesDevelopmentPupilsSubjectPupils21Web Design2121Computer GamesDevelopment2119% SCHOOL ROLLWEEK 266TOTAL42TOTAL427%% SCHOOL ROLL4%% SCHOOL lProfessional1010 Creative IndustriesTheatreTheatreSports Leadership42Sports Leadership42 Music TechnologyExcellence inFA Early Learning &12Excellence in Sport12ChildcareSportTOTAL64TOTAL64 TOTAL% SCHOOL ROLL7% % SCHOOL ROLL7% % SCHOOL ROLLWEEK 3PupilsSubjectScientificTechnologiesApplied SciencePupilsPractical ScienceTOTAL% SCHOOL ROLLWEEK 4PupilsSubject9Practical CookeryPhysical53Education62 TOTAL6% % SCHOOL ROLL1976263%PupilsSubjectPupils21Administration & IT1020SubjectScientificTechnologiesApplied Science20Bakery1020Practical Science20616%TOTAL% SCHOOL ROLL616%TOTAL% SCHOOL ROLL202%21PupilsSubject9Practical CookeryPupilsSubject9Practical CookeryPupils953Physical Education53Physical Education53626%TOTAL% SCHOOL ROLL626%TOTAL% SCHOOL ROLL626%SCHOOL F (SCHOOL ROLL 897) SENIOR PHASE DOUBLE PERIODS ONLYMONDAYSubjectTUESDAYPupilsPhysical Education(P1&2)25Design &Manufacture(P3&4)11SubjectArt & Design(P3&4)WEDNESDAYS5/6Pupils24SubjectHealth & ilsSubjectPupils15Health & foodTechnology (P3&4)15Practical Woodwork15GraphicCommunication(P5&6)10Physical Education23S4SubjectArt & Design(P5&6)TOTAL71SubjectPracticalWoodwork (P1&2)GraphicCommunication(P3&4)TOTAL% SCHOOL ROLL8%% SCHOOL ROLLPhysical lWoodwork (P1-4)Practical Cookery(P3&4)Pupils15SubjectPupilsSubjectPhysical EducationPractical Woodwork22(P1&2)(P5&6)Design &Manufacture (P5&6)13Pupils151859TOTAL43TOTAL47TOTAL717%% SCHOOL ROLL5%% SCHOOL ROLL5%% SCHOOL ROLL8%10 Prioritising the return of Senior Phase Learners
SCHOOL G (SCHOOL ROLL 897) SENIOR PHASE SINGLE GROUPING - AM PM SPLITTUESDAYTHURSDAYWEDNESDAYAMMONDAYColumn APupilsColumn DArt & DesignDesign &ManufactureDramaMusic TechnologyPracticalWoodworkPupils20Column BPracticalMetalworkPupilsFRIDAYColumn CPupilsColumn EPupilsPupils19201612Column EArt & DesignPractical Cake CraftCyber SecurityLab lumn AArt & DesignComputingEngineeringMusicPupils4083615Column DPupilsColumn BPupilsTOTAL99TOTAL96TOTAL60Column CComputingCyber SecurityDramaFashion & L% SCHOOL ROLL8%% SCHOOL ROLL7%% SCHOOL ROLL5%% SCHOOL ROLL19Music1316102TOTAL678%% SCHOOL ROLL5%SCHOOL H (SCHOOL ROLL 1129) SENIOR PHASE SINGLE COLUMN GROUPING - MORNINGS ONLYTUESDAYMONDAYColumn AComputingPupilsColumn C27 Art & DesignDrama27ComputingPractical Cookery17PracticalWoodworkTOTAL% SCHOOL ROLL716%WEDNESDAYS4/5/6PupilsColumn D21 lumn B25Art & Design1915Drama14Practical Cookery13Music Technology15DramaTOTAL% SCHOOL ROLL11777%TOTAL% SCHOOL ROLL736%ComputingGraphicCommunicationScience &TechnologyTOTAL% SCHOOL ROLLPupilsColumn E19 TAL% SCHOOL ROLL313%SCHOOL I (SCHOOL ROLL 526) SENIOR PHASE SINGLE COLUMN GROUPING WITH SPLIT CLASSES ATTENDING ALTERNATE WEEKS - FULL DAYMONDAYColumn EAdministration &ITArt & DesignTOTAL% SCHOOL ROLLColumn EAdministration &ITArt & DesignTUESDAYPupils1114Column AGraphicCommunicationsPupilsColumn BTHURSDAYFRIDAYPupilsColumn DPupils17Adminstration & IT7Music19Drama610Art & Design9Design &Manufacture7PracticalWoodworkDesign &Manufacture7Drama79Practical Woodwork7Design &ManufactureDrama234%TOTAL% SCHOOL ROLLWEEK 2346%PupilsColumn AGraphicCommunicationsPupilsColumn BPupilsColumn DPupilsDrama296%TOTAL% SCHOOL ROLLTOTAL% SCHOOL ROLL9TOTAL% SCHOOL ROLL14PupilsArt & Design255%15Column C10PracticalWoodworkTOTAL% SCHOOL ROLLWEDNESDAYWEEK 1346%TOTAL% SCHOOL ROLLColumn C336%Pupils7Art & Design17Adminstration & IT7Music196Design &Manufacture10Art & Design9Design &Manufacture7Drama79Practical Woodwork77204%TOTAL% SCHOOL ROLL11 Prioritising the return of Senior Phase Learners346%Design &ManufactureDramaTOTAL% SCHOOL ROLL9346%TOTAL% SCHOOL ROLL336%
Education ScotlandDenholm HouseAlmondvale Business ParkAlmondvale WayLivingston EH54 6GAT 44 (0)131 244 4330E gov.scot
HE – Practical Cookery and Practical Cake Craft may need in-school access due to resources required . 5 Prioritising the return of Senior Phase Learners Media - learners creating a moving image product film trailer will need access to specialist equipment. However
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
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Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
The Dissident Daughter chronicles Sue’s process as she re-writes this narrative, and she maps the journey in four stages, shown here only in the most cursory of summaries: the recognition of a “feminine wound” and her struggle to conceive a “feminine self” (Part One: Awakening); her introduction to the