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 frameworkScottish 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

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

Female Male  score score

Mean MeanAberdeen City 368 334Aberdeenshire 443 362Angus 398 345Argyll & Bute 433 369Clackmannanshire 359 346Dumfries & Galloway 433 371Dundee City 396 348East Ayrshire 395 339East Dunbartonshire 539 479East Lothian 406 386East Renfrewshire 607 548Edinburgh City 426 380Eilean Siar 416 363Falkirk 409 350Fife 389 338Glasgow City 341 292Highland 432 374Inverclyde 384 351Midlothian 390 345Moray 435 322North Ayrshire 385 340North Lanarkshire 379 329Orkney Islands 456 307Perth & Kinross 438 384Renfrewshire 399 378Scottish Borders 422 358Shetland Islands 485 353South Ayrshire 447 383South Lanarkshire 405 350Stirling 430 391West Dunbartonshire 361 334West Lothian 423 350Scotland 412 358

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

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.