1. Children’s reading for pleasure: the trends, the challenges, the solutions - Alison David
The decline in children choosing to read in their spare time is well documented. Extensive research in the home and school setting shines a bright light on why children are reading less frequently. Research has also shown that the situation can be turned around: interventions in the school setting have successfully changed children’s minds about reading and have motivated them to read independently.
Bio: Alison David has worked with research as a creator, analyst and end-user. She is Consumer Insight Director at market-leading children’s imprints ‘HarperCollins Children’s Books’ and ‘Farshore’ and since 2012 she has been researching what it takes to inspire children to read. Her ground-breaking studies include Print Matters, Print Matters More, The Reading Magic Project, Stories and Choices, The Lockdown Reading Club, Dads Reading, Storytime in School and Social Reading Spaces. She is the author of Help Your Child Love Reading, which draws on both her research and her experience as a mother.
2. CIC – Scotland’s Curriculum Improvement Cycle - Education Scotland
Scotland’s Curriculum Improvement Cycle (CIC) is moving into the second year of its ten-year programme of work to evolve the curriculum offer. This one-hour workshop will focus on the role of the primary leadership team in shaping and enacting the change.
The workshop will include:
• The latest information on the CIC process, the work undertaken to date, and the timeline for change
• What the change will mean for children and young people, and for leaders and practitioners in primary schools
• Tools and approaches to support schools, settings and clusters to develop a shared understanding of the CIC and to engage practically with the evolved technical framework
• An opportunity to share reflections and feedback on the CIC.
The workshop will be facilitated by Education Scotland colleagues who are leading on the Curriculum Improvement Cycle.
3. Digital Discourse Initiative - Strategies for Schools to Counter the Effects of Online Hate - Jordan Daly, TIE Scotland
In an increasingly polarised society, children and young people are exposed to false and harmful information, extremist ideologies and content, and hate across online spaces.
In this session, Time for Inclusive Education (TIE) will highlight the 'Digital Discourse Initiative', a new resource developed with the Institute for Strategic Dialogue (ISD) for Scottish teachers and school staff to strategically counter the effects of online hate and disinformation on children and young people.
The session will explore the results of focus group discussions with young people about their experiences online, strategic dialogue, and the role of critical and digital media literacy. The session will provide you with information about new tools, strategies, and considerations to respond to behaviours influenced by prejudicial content online and equip learners to become critical digital citizens.
4a. Competency 1 – Managing Teacher Under-performance – where do I start? - AHDS Area Officers
This session will offer the opportunity to explore issues arising around teacher competence.
It aims to help clarify a pathway through the management of under-performance using the SNCT, GTCS and Local Authority Policies and Guidance.
It will acknowledge the importance of evidence –gathering in this process and offer practical suggestions and advice on early identification of difficulties/ concerns from that first difficult conversation, and throughout the informal stages of the GTCS Competency Framework - Stages 1 & 2.
4b. Competency 2 - Moving Forward with Teacher Under-performance – The role of Local Authorities and GTCS - AHDS Area Officers
You may currently be doing or have done all you can to support a teacher to move their practice on and to meet and sustain the GTCS Standard for Full Registration, however, there remains an area or areas which are not satisfactory. Where do you go from here?
This session aims to take you through the formal stages - 3 and 4 of the GTCS Competency Framework and to explore the role of the employer and perhaps, ultimately the GTCS, within it.
Not something we ever want to happen, but it is important to know what might have to be done and what each stage within this process entails.