Common use of Developing the Young Workforce Clause in Contracts

Developing the Young Workforce. ‌ In response to Developing the Young Workforce, we have extended partnerships with community learning and development and local schools, particularly in relation to Rural Skills. These part-time courses offers progression to our full-time NC Rural Skills Course. This has greatly supported student transition, particularly those facing multiple barriers to learning. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotland. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisations. The pilots include 3 high schools: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is an active partner with both Midlothian and East Lothian CPP groups. We will continue to offer vocational pathways for senior phase pupils in part-time and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx University. Curriculum Planning and Review‌ We involve a r ange of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed above. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. In 2019-20 we will: • continue to develop the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculum.

Developing the Young Workforce. ‌ In response Context: The college continues to Developing examine the Young Workforce“learner journey” in full, we have extended partnerships from the transition from school into FE or HE and further academic progression, whilst taking into account the desires and needs of the people within our region. We aim to work closely with community learning all 16 secondary and development many primary schools in our region, but the remote and local schoolsrural nature of our region can present difficulties, however regular meetings between the Heads of Curriculum and DYW regional programme director take place. The college plays a key and very proactive role within our regional groups and commits significant time and resources to supporting these. Given the size of the college, it is particularly challenging to find the capacity to maintain this, particularly as all of the DYW funding is allocated to the regional group and college funding is for teaching. For example - the college meets with each secondary school or ‘cluster’ of schools on an annual basis to agree appropriate pathways and curriculum offerings. However, many of the schools request in-school delivery – quoting transport and access as a barrier – and this increases the costs to the college for staff travel and delivery to low numbers. Currently the college bears all of these costs and this is not a sustainable model going forward. Discussions are ongoing with DGC Education Services regarding a sustainable, flexible model for DYW provision. Some schools in relation the region have formed ‘clusters’ e.g. the North East Cluster that comprises, Annan, Lockerbie and Moffat secondary schools where vocational options and delivery are common across the schools. Some college delivery takes place in Annan Academy and pupils from Moffat and Lockerbie travel to Rural Skillsthe school. These part-time courses offers This means that numbers tend to be more sustainable, pupils have the opportunity to mix with pupils from different schools and the college is then able to offer progression to our into full-time NC Rural Skills Coursecollege programmes. This has greatly supported student transitionHowever, this is not possible across the whole region. Distance and travel time are often quoted as a significant barrier – particularly those facing multiple barriers to learningfor schools in the west and north of the region. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotland. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisations. The pilots include 3 high schoolsWhat we will do: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌  The college is working closely with Dumfries and Xxxxxxxx Council on the Dumfries Learning Town initiative where the Council is taking forward the review of Dumfries schools, in conjunction with the wider regeneration for Dumfries. Dumfries Learning Town is an active partner innovative approach to provide a new model of 3 to 18 education delivery. This new approach will provide a greater range of subjects and learning environments in order to meet the needs of all learners through refurbishing existing Burgh schools and building a new purpose built facility, known as the Bridge. The college, in partnership with both Midlothian colleagues from Education Services, has identified an ‘offering’ to be delivered in the Bridge and East Lothian CPP groupsthis will be provided to school pupils as part of their option choice. We  The college is also working in partnership with Xxxxxxxx and Xxxxxxxx Council to deliver a Youth Guarantee Scheme. The scheme builds on foundations already in place as part of Curriculum for Excellence. The Youth guarantee scheme is an extension of the Scottish Government’s commitment that every single 16-19-year-old in Scotland will be offered a learning or training place if they are not already in a job, modern apprenticeship or education.  Through a recent restructure, a Head of Curriculum now has a specific responsibility regarding school-college transitions and senior phase pathways and is developing strategies and actions for improving and increasing learner pathways from school to college.  The college will continue to offer vocational pathways work with partners to identify innovative solutions to overcome barriers of distance and travel time, but they should not be underestimated in terms of preventing choice and opportunity for senior phase pupils young people.  Head of Education Services, the College Principal and the Head of Curriculum are working to develop a stronger school-college link in part-time the west.  Local Industry forums are being initiated in various sectors including Engineering, Construction and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx University. Curriculum Planning and Review‌ We involve a r ange of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed aboveHospitality. The college has is involved by informing the forums of appropriate qualifications available. It is anticipated that these forums will participate in curriculum design.  Industry links are being developed well-designed programmesbetween a potential new five star hotel on the Xxxxxxxx Campus, which align effectively with local and national prioritiesthe college. This will provide work placements, particularly in relation to Access work based learning and Inclusionother employment related opportunities. Notable examples are our Access courses, Adult Achievement Awards An increasing number of employment opportunities will be created and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response the college is responding to this need.  At a national prioritylevel a head of curriculum is attending DYW Leads meetings in which schools, local authorities and colleges come together to discuss opportunities and challenges currently being faced. It enhances our existing Access A strong focus currently is Foundation Apprenticeships. This will enable partners to Social Sciences Coursework together to achieve the Scottish Government target of 5000 FAs in Scotland by 2020. In 2019-20 we will: • continue Other key areas discussed at recent meetings were Parental Engagement, Labour Market Intelligence and Rural Challenges.  The Vice Principal L & S is a key strategic lead and attends national DYW event, giving regular reports to develop the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculumBoard on progress.

Developing the Young Workforce. ‌ In response The College continues to sustain very strong strategic partnerships with its three key local authority education services. The College provides pupils in all 18 Forth Valley secondary schools (8 in Falkirk Council; 7 in the Stirling Council area; and 3 in the Clackmannanshire Council area) with the opportunity to follow vocational pathways and achieve vocational qualifications at SCQF level 5 and above as an integral part of their senior phase curriculum. The College has jointly developed its plans for Developing the Young WorkforceWorkforce with local authority partners and school Head Teachers and, where appropriate, with Skills Development Scotland (SDS) and employers. All three of the local authority education services, as well as the College, have put in place dedicated staff at an appropriately senior level to facilitate the planning and implementation. Across all three local authorities, we have extended partnerships agreed that the College will prioritise sustainable partnership activity that is open to senior phase pupils from all Forth Valley secondary schools (rather than school-specific). Over the past few years, the College has worked closely with community learning its partners to develop and development deliver vocational pathways appropriate to the widest range of senior phase school pupils possible. For young people entering S4, who are unclear about their choice of vocational area or future pathway and local are deemed to be at risk of low achievement and a potential negative destination, we continue to offer the jointly delivered School College Opportunities to Succeed (SCOTS) programme for Falkirk and Stirling schools. Care experienced young people are particularly encouraged to participate in SCOTS and over the last three years around 10% of participants have identified themselves as care experienced (as compared to 3% of our overall student population). The programme is unique, particularly in relation that all the secondary schools work in close partnership with the College to Rural Skillsco-deliver the programme. These part-time courses offers progression As well as attending the College tasters, pupils are supported by their schools to our undertake an employability award based around their experiences on the College programme. Successful pupils are guaranteed a place on a vocationally specific partnership course (Skills for Work or National Progression Award) the following year and then into an appropriate full-time NC Rural Skills Coursecollege course when they leave school. This has greatly supported student transitionprogramme also specifically sets out to challenge gender stereotypical vocational choices, particularly those facing multiple as all of the young people on the programme must agree to undertake the full range of vocational experiences, some of which are traditionally male oriented (such as Engineering) and some female (such as Care). Clackmannanshire schools cannot generate the economies of scale to support the full SCOTS curriculum, however the needs of Clackmannanshire pupils in this cohort are served by bespoke partnership courses which deliver vocational tasters, essential skills and, where possible, work experience. In addition to the above, we have well-established “alternative curriculum” courses on each campus for senior phase pupils who are more disengaged and/or have significant barriers to learning, disabilities or additional support needs. These programmes provide vocational taster activities alongside personal development learning to support positive transitions beyond school. We have shared innovative practice with school know that this provision is successful in re-engaging young people and community colleaguesraising their aspirations and has a positive impact on future progression. We None of the above courses fits the Outcome Agreement definition of a “senior phase vocational pathway”; however, they are active members important elements of The Developing Midlothianthe college’s Young DYW implementation plan, as they support young people to remain in learning and to progress to college when they leave school. In terms of senior phase vocational pathways, the College continues to offer a broad range of vocational qualifications at SCQF levels 5 and 6, primarily Skills for Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant National Progression Awards and, where possible to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotlandgrow this provision. The awards have been piloted at level 3 subject areas in which these are offered align with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools the College’s full- time curriculum and local organisations. The pilots include 3 high schools: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotlandsuccessful completion provides a young person with a “progression advantage” onto an appropriate full-time course. We are also exploring apprenticeships working with local employers our partner schools to ensure that, where possible, schools target the level 5 vocation provision at young people in relation S4 who could potentially progress to study Foundation Apprenticeships at SCQF level 6 in S5, to ensure that our senior phase provision creates cohesive pathways through the senior phase. The College welcomes the additional funding stream made available through SDS for Foundation Apprenticeships and this is the major factor contributing to our Forest ability to grow senior phase vocational pathways. The additional funding means that we can increase the DYW vocational offer without impacting on our carefully designed and successful full-time regional curriculum pathways. In August 2018, we enrolled 184 new two-year Foundation Apprentices across nine frameworks: Accountancy; Business Skills; Civil Engineering; Creative and Digital Media; Engineering; IT Hardware and System Support; Scientific Technologies; Social Services and Healthcare; Social Services Children and Young People. This represents 71% of the 260 places contracted with SDS for 2018-2020 and is a very positive and significant increase on the 21 starts achieved in August 2017. However, there is still much work to be done to fully embed Foundation Apprenticeships within the senior phase curriculum across the region. A very positive development for 2018-2020 was the move by Stirling secondary schools to harmonise column timetabling of Foundation Apprenticeships on Monday and Wednesday afternoons. This means that pupils opting to undertake a Foundation Apprenticeship are not missing classes from their Highers/National 5s to attend the Foundation Apprenticeship classes. Building on this success, the College programme and exploring local authority partners have embarked on very ambitious plans for increasing Foundation Apprenticeship starts in August 2019 and a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUCjointly developed bid to SDS was successful in securing funding for 688 new starts. Senior Phase‌ The college is an active partner with both Midlothian This will be a mix of one year and East Lothian CPP groupstwo year programmes and many of these will be hosted within schools, whilst being delivered and supported by College staff. We recognise that increasing participation to this level will continue be a significant challenge for the partnership; however a comprehensive programme of engagement with pupils, parents, employers and school staff is in progress and the higher profile national advertising of these opportunities this year will undoubtedly assist this. In 2018-2019, the College also continued to offer vocational pathways for S5 pupils the opportunity to undertake HNC qualifications over the last two years of their school senior phase pupils phase. This year, however, numbers have diminished significantly. We believe that this is because of the growth in part-time and full- time NC Rural Skills coursesthe Foundation Apprenticeship offer, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards as the two qualifications are targeted at SCQF levels 2-8 are available to young people and adultsa largely similar profile of school pupil. We are also exploring Modern Apprenticeships currently reviewing our partnership HNC portfolio with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx Universitywe are likely only continue in 2019 with those in subject areas that are not available as a Foundation Apprenticeships, such as Sports Coaching and Development and Police Studies. Curriculum Planning This may result in a shift in the balance of Credit funded school activity away from SCQF level 7 towards an increase in activity at SCQF level 5. Type of Provision SCQF level Vocational Subject Areas Planned Number of Enrolments 2019-2020 Make-Up Artistry; Sound Production; Creative Industries; Hospitality; Foundation 6 Business Skills; 344 Apprenticeships Civil Engineering; (new start Creative Digital places Media; contracted Engineering; with SDS) IT Hardware and Review‌ We involve a r ange System Support; 83 IT Software (Year 2, Development; based on Scientific 50% Technologies; returning) Social Services Children and Young People; Social Services Healthcare HNC* 7 Police Studies; Sports Coaching and Development; Computing; 40 In summary, overall we expect to sustain the volume and proportion of stakeholders Credits delivered to senior phase age pupils studying vocational qualifications delivered by the College (OA Measure 2b) and pa rtners the volume and proportion of Credits delivered to learners at S3 and above as part of 'school-college' provision (OA Measure 2c). However, with the larger than anticipated increase in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national prioritiesFoundation Apprenticeship contract, we engage in strategic local and nat ional planning groups, as detailed above. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation hope to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awardsbe able to increase significantly the number of senior phase age pupils studying vocational qualification delivered by the College (OA Measure 2a). Our new Access partnership plans for the number of places to Primary Education Course has been developed be offered for each type of vocational provision in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. In 2019-20 we will: • continue to develop the student voice 2020 is set out in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculum.Figure

Developing the Young Workforce. ‌ In response The College continues to sustain very strong strategic partnerships with its three key local authority education services. The College provides pupils in all 18 Forth Valley secondary schools (8 in Falkirk Council; 7 in the Stirling Council area; and 3 in the Clackmannanshire Council area) with the opportunity to follow vocational pathways and achieve vocational qualifications at SCQF level 5 and above as an integral part of their senior phase curriculum. The College has jointly developed its plans for Developing the Young WorkforceWorkforce with local authority partners and school Head Teachers and, where appropriate, with Skills Development Scotland (SDS) and employers. All three of the local authority education services, as well as the College, have put in place dedicated staff at an appropriately senior level to facilitate the planning and implementation. Across all three local authorities, we have extended partnerships agreed that the College will prioritise sustainable partnership activity that is open to senior phase pupils from all Forth Valley secondary schools (rather than school-specific). The College continues to work closely with community learning all of its partners to develop and development deliver vocational pathways appropriate to the widest range of senior phase school pupils possible. For young people entering S4, who are unclear about their choice of vocational area or future pathway and local are deemed to be at risk of low achievement and a potential negative destination, we continue to offer the jointly delivered School College Opportunities to Succeed (SCOTS) programme for Falkirk and Stirling schools. Care experienced young people are particularly encouraged to participate in SCOTS, particularly and over the last three years a higher than average number of students with Care experience have enrolled on these courses, compared to other courses. The programme is unique, in relation that all the secondary schools work in close partnership with the College to Rural Skillsco-deliver the programme. These part-time courses offers progression As well as attending the College tasters, pupils are supported by their schools to our undertake an employability award based around their experiences on the College programme. Successful pupils are guaranteed a place on a vocationally specific partnership course (Skills for Work or National Progression Award) the following year and then into an appropriate full-time NC Rural Skills Coursecollege course when they leave school. This has greatly supported student transitionprogramme also specifically sets out to challenge gender stereotypical vocational choices, particularly those facing multiple as all of the young people on the programme must agree to undertake the full range of vocational experiences, some of which are traditionally male oriented (such as Engineering) and some female (such as Care). Clackmannanshire schools cannot generate the economies of scale to support the full SCOTS curriculum, however the needs of Clackmannanshire pupils in this cohort are served by bespoke partnership courses which deliver vocational tasters, essential skills and, where possible, work experience. In addition to the above, we have well-established “alternative curriculum” courses on each campus for senior phase pupils who are more disengaged and/or have significant barriers to learning, disabilities or additional support needs. These programmes provide vocational taster activities alongside personal development learning to support positive transitions beyond school. We know that this provision is successful in re-engaging young people and raising their aspirations and has a positive impact on future progression. None of the above courses fits the Outcome Agreement definition of a “senior phase vocational pathway”; however, they are important elements of the college’s DYW implementation plan, as they support young people to remain in learning and to progress to college when they leave school. In terms of senior phase vocational pathways, the College continues to offer a broad range of vocational qualifications at SCQF levels 5 and 6, primarily Skills for Work and National Progression Awards and, where possible to grow this provision. The subject areas in which these are offered align with the College’s full-time curriculum and successful completion provides a young person with a “progression advantage” onto an appropriate full-time course. We are also working with our partner schools to ensure that, where possible, schools target the level 5 vocation provision at young people in S4 who could potentially progress to study 2 year Foundation Apprenticeships (FA) at SCQF level 6 in S5, and 1 year FAs at SCQF level 6 in S6, to ensure that our senior phase provision creates cohesive pathways through the senior phase. The College welcomes the additional funding stream made available through SDS for Foundation Apprenticeships and this is the major factor contributing to our ability to grow senior phase vocational pathways. The additional funding means that we can increase the DYW vocational offer without impacting on our carefully designed and successful full-time regional curriculum pathways. In August 2019, actual enrolments were 258 for the new two-year Foundation Apprentices (an increase of 138 from 2018) across nine frameworks: Accountancy; Business Skills; Civil Engineering; Creative and Digital Media; Engineering; IT Hardware and System Support; Scientific Technologies; Social Services and Healthcare; Social Services Children and Young People. We also enrolled a further 64 pupils into Shorter Duration Delivery Model Foundation Apprentices across Accountancy, Business Skills, Civil Engineering, Creative and Digital Media, Children and Young People and Scientific Technologies. This past two years have seen a very positive and significant increase on the number of pupils we have enrolled on Foundation Apprenticeships. For 2019 we have achieved 77% of the 425 places contracted with SDS and is a very positive and significant increase since August 2017. Many of the Foundation Apprenticeship programmes are now being hosted by the schools right across the Forth Valley region, whilst also being delivered and supported in-school by College staff. There is still some work to be done to fully embed Foundation Apprenticeships within the senior phase curriculum across the region in some schools. The move by Stirling secondary schools to harmonise column timetabling of Foundation Apprenticeships on Monday and Wednesday afternoons in 2018-2020 is working well. All Falkirk schools are now aligning timetables even further for 2020-2022 delivery, to free more columns to maximise the provision and choice of Foundation Apprenticeships across the Falkirk area, in particular to allow for an increased delivery in the Shorter Duration Delivery Models. We recognise that increasing participation in the Foundation Apprenticeship Programme is still a significant challenge for the partnership; however, a comprehensive programme of engagement with pupils, parents, employers and school staff is in progress and the higher profile national advertising of these opportunities this year will undoubtedly assist this. In 2019-2020, we embarked upon the delivery of the pilot programmes within the Level 4 and 5 Construction, Hospitality and Automotive pilot activity commissioned by SDS. We ran three cohorts of Level 4 Construction at St Modans High School, Stirling High School and Alloa Academy. We have shared innovative practice with school and community colleaguesengaged three large employers in the delivery of the pilot; Historic Environment Scotland, Xxxxxxxx Construction Xxxxxxxxx Group. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF also running one Level 4) is particularly relevant to younger learners4 Hospitality at Braes High School. We are now exploring SCQF Level 5 Workhave enrolled a total of 47 pupils within this round of pilot activity. In 2020-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target 2021, the College also continued to offer S5 pupils the opportunity to undertake HNC qualifications over the last two years of their school pupils across Scotlandsenior phase. The awards number of pupils completing a HNC in senior phase remains low and we attribute this to the growth in the Foundation Apprenticeship offer, as the two qualifications are targeted at a largely similar profile of school pupil. We have been piloted reviewed our partnership HNC portfolio with schools and we are likely only continue in 2020 with those in subject areas that are not available as a Foundation Apprenticeships, such as Sports Coaching and Development and Police Studies. This may result in a shift in the balance of Credit funded school activity away from SCQF level 7 towards an increase in activity at SCQF level 3 5. In summary, overall we expect to sustain the volume and proportion of Credits delivered to senior phase age pupils studying vocational qualifications delivered by the College (OA Measure 2b) and the volume and proportion of Credits delivered to learners at S3 and above as part of 'school-college' provision (OA Measure 2c). However, with S2/3 the further large increase in the Foundation Apprenticeship contract, we hope to be able to increase significantly the number of senior phase age pupils at studying vocational qualification delivered by the College (OA Measure 2a). These apply across all three local high authorities and all 18 schools will take part. The College also continues to prioritise the sharing of knowledge and resources and building capacity with school staff to provide relevant and up to date information, advice and guidance on vocational pathways and routes into employment. We continue to implement a planned programme of CLPL for teachers and pupil support staff with visits to College campuses and schools. We are now running 7 pilots across Scotland, involving schools also working with our school partners to provide a range of opportunities for younger pupils to experience the College environment and local organisationslearn about career options and routes. The pilots include 3 high schools: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs These activities will be recognised have a strong focus on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers tackling stereotypical vocational choices in relation to our Forest gender. We will, where appropriate, target activities at specific gender groups and will make effective use of role models (staff, students, apprentices and other ambassadors) to promote STEM subjects to girls and subjects such as care to boys. Finally, the College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is remains as an active partner in the Forth Valley Developing the Young Workforce Regional Group and is the host employer for the Programme Team (a Programme Manager and three Programme Coordinators). The team actively work with both Midlothian schools and East Lothian CPP groups. We will continue employers to offer promote the College’s senior phase vocational pathways for senior phase pupils in part-time and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx University. Curriculum Planning and Review‌ We involve a r ange of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed above. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. In 2019-20 we will: • continue to develop the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships enhance employer engagement with SRUC • extend the use of interactive technology across the curriculumeducation.

Developing the Young Workforce. ‌ In response Context: The college continues to Developing examine the Young Workforce“learner journey” in full, we have extended partnerships from the transition from school into FE or HE and further academic progression, whilst taking into account the desires and needs of the people within our region. We aim to work closely with community learning all 16 secondary and development many primary schools in our region, but the remote and local schoolsrural nature of our region can present difficulties, however regular meetings between the Heads of Curriculum and DYW regional programme director take place. The college plays a key and very proactive role within our regional groups and commits significant time and resources to supporting these. Given the size of the college, it is particularly challenging to find the capacity to maintain this, particularly as all of the DYW funding is allocated to the regional group and college funding is for teaching. For example - the college meets with each secondary school or ‘cluster’ of schools on an annual basis to agree appropriate pathways and curriculum offerings. However, many of the schools request in-school delivery – quoting transport and access as a barrier – and this increases the costs to the college for staff travel and delivery to low numbers. Currently the college bears all of these costs and this is not a sustainable model going forward. Discussions are ongoing with DGC Education Services regarding a sustainable, flexible model for DYW provision. Some schools in relation the region have formed ‘clusters’ e.g. the North East Cluster that comprises, Annan, Lockerbie and Moffat secondary schools where vocational options and delivery are common across the schools. Some college delivery takes place in Xxxxx Academy and pupils from Moffat and Lockerbie travel to Rural Skillsthe school. These part-time courses offers This means that numbers tend to be more sustainable, pupils have the opportunity to mix with pupils from different schools and the college is then able to offer progression to our into full-time NC Rural Skills Coursecollege programmes. This has greatly supported student transitionHowever, this is not possible across the whole region. Distance and travel time are often quoted as a significant barrier – particularly those facing multiple barriers to learningfor schools in the west and north of the region. We have shared innovative practice with school and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotland. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisations. The pilots include 3 high schoolsWhat we will do: Dalkeith High School; St David’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs will be recognised on t he Insight Tool, which will significantly extend their appeal to high schools across Scotland. We are also exploring apprenticeships with local employers in relation to our Forest College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ • The college is working closely with Dumfries and Xxxxxxxx Council on the Dumfries Learning Town initiative where the Council is taking forward the review of Dumfries schools, in conjunction with the wider regeneration for Dumfries. Dumfries Learning Town is an active partner innovative approach to provide a new model of 3 to 18 education delivery. This new approach will provide a greater range of subjects and learning environments in order to meet the needs of all learners through refurbishing existing Burgh schools and building a new purpose built facility, known as the Bridge. The college, in partnership with both Midlothian colleagues from Education Services, has identified an ‘offering’ to be delivered in the Bridge and East Lothian CPP groupsthis will be provided to school pupils as part of their option choice. We • The college is also working in partnership with Xxxxxxxx and Xxxxxxxx Council to deliver a Youth Guarantee Scheme. The scheme builds on foundations already in place as part of Curriculum for Excellence. The Youth guarantee scheme is an extension of the Scottish Government’s commitment that every single 16-19-year-old in Scotland will be offered a learning or training place if they are not already in a job, modern apprenticeship or education. • Through a recent restructure, a Head of Curriculum now has a specific responsibility regarding school-college transitions and senior phase pathways and is developing strategies and actions for improving and increasing learner pathways from school to college. • The college will continue to offer vocational pathways work with partners to identify innovative solutions to overcome barriers of distance and travel time, but they should not be underestimated in terms of preventing choice and opportunity for senior phase pupils young people. • Head of Education Services, the College Principal and the Head of Curriculum are working to develop a stronger school-college link in part-time the west. • Local Industry forums are being initiated in various sectors including Engineering, Construction and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx University. Curriculum Planning and Review‌ We involve a r ange of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authorities. The value of this is reflected in our successful HNC partnership with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed aboveHospitality. The college has is involved by informing the forums of appropriate qualifications available. It is anticipated that these forums will participate in curriculum design. • Industry links are being developed well-designed programmesbetween a potential new five star hotel on the Xxxxxxxx Campus, which align effectively with local and national prioritiesthe college. This will provide work placements, particularly in relation to Access work based learning and Inclusionother employment related opportunities. Notable examples are our Access courses, Adult Achievement Awards An increasing number of employment opportunities will be created and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response the college is responding to this need. • At a national prioritylevel a head of curriculum is attending DYW Leads meetings in which schools, local authorities and colleges come together to discuss opportunities and challenges currently being faced. It enhances our existing Access A strong focus currently is Foundation Apprenticeships. This will enable partners to Social Sciences Coursework together to achieve the Scottish Government target of 5000 FAs in Scotland by 2020. In 2019-20 we will: Other key areas discussed at recent meetings were Parental Engagement, Labour Market Intelligence and Rural Challenges. • continue The Vice Principal L & S is a key strategic lead and attends national DYW event, giving regular reports to develop the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculumBoard on progress.

Developing the Young Workforce. ‌ In response Context: The College continues to Developing examine the Young Workforce“learner journey” in full, we have extended partnerships from the transition from school into FE or HE and further academic progression, whilst taking into account the desires and needs of the people within our region. We work aim to work closely with community learning all 16 secondary and development many primary schools in our region, but the remote and local schoolsrural nature of our region can present difficulties. The College plays a key and very proactive role within our Regional Groups and commits significant time and resources to supporting these. Given the size of the college, it is particularly challenging to find the capacity to maintain this, particularly as all of the DYW funding is allocate to the regional group and college funding is for teaching. For example - The College meets with each secondary school or ‘cluster’ of schools on an annual basis to agree appropriate pathways and curriculum offerings. However, many of the schools request in-school delivery – quoting transport and access as a barrier – and this increases the costs to the college for staff travel and delivery to low numbers. Currently the College bears all of these costs and this is not a sustainable model going forward. Discussions are ongoing with DGC Education Services regarding a sustainable, flexible model for DYW provision. Some schools in relation the region have formed ‘clusters’ e.g. the North East Cluster that comprises, Annan, Lockerbie and Moffat secondary schools where vocational options and delivery are common across the schools. Some college delivery takes place in Xxxxx Academy and pupils from Moffat and Lockerbie travel to Rural Skillsthe school. These part-time courses offers This means that numbers tend to be more sustainable, pupils have the opportunity to mix with pupils from different schools and the College is then able to offer progression to our into full-time NC Rural Skills Coursecollege programmes. However, this is not possible across the whole region. Distance and travel time are often quoted as a significant barrier – particularly for schools in the West and North of the region. What we will do: · The College is working closely with Dumfries and Xxxxxxxx Council on the Dumfries Learning Town initiative where the Council is taking forward the review of Dumfries schools, in conjunction with the wider regeneration for Dumfries. Dumfries Learning Town is an innovative approach to provide a new model of 3 to 18 education delivery. This new approach will provide a greater range of subjects and learning environments to better meet the needs of all learners through refurbishing existing Burgh schools and building a new purpose built facility, known as the Bridge. The college, in partnership with colleagues from Education Services, has greatly supported student transition, particularly those facing multiple barriers identified an ‘offering’ to learning. We have shared innovative practice with school be delivered in the Bridge and community colleagues. We are active members of The Developing Midlothian’s Young Work Force Committee and our Preparation for FE Course (SCQF Level 4) is particularly relevant this will be provided to younger learners. We are now exploring SCQF Level 5 Work-Based Qualification with SRUC. Our new Forest and Outdoor Learning Awards target school pupils across Scotlandas part of their option choice. · The College is also working in partnership with Dumfries and Xxxxxxxx Council to deliver Youth Guarantee Scheme. The awards have been piloted at level 3 with S2/3 pupils at local high schools. We are now running 7 pilots across Scotland, involving schools and local organisationsscheme builds on foundations already in place as part of Curriculum for Excellence. The pilots include 3 high schools: Dalkeith High School; St DavidYouth guarantee scheme is an extension of the Scottish Government’s High School, Dalkeith and St Columba’s High School, Dunfermline. Fr om January 2019, the FOLAs commitment that every single 16-19-year-old in Scotland will be recognised on t he Insight Tooloffered a learning or training place if they are not already in a job, which will significantly extend their appeal modern apprenticeship or education. · Through a recent restructure a Head of Curriculum now has a specific responsibility regarding School-college transitions and senior phase pathways and is developing strategies and actions for improving and increasing learner pathways from school to high schools across Scotlandcollege. We are also exploring apprenticeships with local employers in relation to our Forest · The College programme and exploring a w ork-based SCQF Level 5 Rural Skills apprenticeship with SRUC. Senior Phase‌ The college is an active partner with both Midlothian and East Lothian CPP groups. We will continue to offer vocational pathways work with partners to identify innovative solutions to overcome barriers of distance and travel time, but they should not be underestimated in terms of preventing choice and opportunity for senior phase pupils young people. · A piece of research work was recently undertaken on behalf of DGC and Dumfries and Xxxxxxxx college to identify future education and training needs linked to employment prospects in part-time and full- time NC Rural Skills courses, NC Celtic Studies and HNC Social Sciences. Forest and Outdoor Learning Awards at SCQF levels 2-8 are available to young people and adults. We are also exploring Modern Apprenticeships with SRUC and will offer a M usic Transition course in partnership with Midlothian high schools and E dinburgh Xxxxxx University. Curriculum Planning and Review‌ We involve a r ange the West of stakeholders and pa rtners in planning and reviewing our curriculum. These include colleagues in FE, HE, voluntary organisations, schools and local authoritiesthe Region. The value Head of this is reflected Education Services and College Principal then visited Head Teachers from Xxxxxxx Xxxxx Secondary School and Stranraer Academy to discuss the findings and explore opportunities to increase joint working. As a result, opportunities to deliver Foundation Apprenticeships in our successful HNC partnership Engineering in Stranraer Academy are currently being explored with QMU and i n our Preparation for FE Course with Midlothian Council. All teaching staff engage fully a view to delivery in this process and involve students through an effective quality cycle. 88% of students who completed the SSES agreed that staff regularly discussed progress with them. In response to local and national priorities, we engage in strategic local and nat ional planning groups, as detailed above. The college has developed well-designed programmes, which align effectively with local and national priorities, particularly in relation to Access and Inclusion. Notable examples are our Access courses, Adult Achievement Awards and For est and O utdoor Learning Awards. Our new Access to Primary Education Course has been developed in partnership with QMU in response to this national priority. It enhances our existing Access to Social Sciences Course. In 2019-20 we will: • continue 20. There are currently no engineering facilities at Dumfries and Xxxxxxxx College Stranraer campus but it is hoped that a metal workshop at Stranraer Academy may be suitable for conversion into an engineering workshop. Legal and practical implications are currently being explored. · Head of Education Services and College Principal are working together to develop a stronger school-college link in the student voice in curriculum review • maximise student enrolments and increase attainment and student satisfaction • extend employability in Course Improvement Plans and ex plore Modern Apprenticeships with SRUC • extend the use of interactive technology across the curriculumWest.