It's Our Future - Independent Review of Qualifications and Assessment: report

Appendix 9.1 Sample Learner Journeys

Based On The Proposed Scottish Diploma Of Achievement (SDA)

The following pages of the report provide a range of learner journeys based on the proposed SDA. These are illustrative only but are designed to show how several different learners could achieve a Diploma. It is important to note the learner journeys provided are not exhaustive of all circumstances. This will hopefully provide an insight into how the Diploma may operate if introduced. We have worked with a variety of settings to develop these example journeys.

All journeys have been developed in partnership with education settings and key stakeholder groups.

Robin’s Journey

Background

Robin is a high attaining young person who is autistic and lives with attention deficit hyperactivity disorder (ADHD). They have a keen interest in literature. They were keen to progress their development within the school setting to achieve the SDA.

Programmes of Learning

Robin was able to progress within the areas of learning that reflected their skills, abilities and aspirations, within their secondary school, moving from SCQF Level 5 in S4 to SCQF Level 7 in S6. Evidence was gathered in different ways to truly reflect the learner’s acquisition of learning and the ability to apply this knowledge in a way that suits them. As a neurodivergent learner, they are able to complete their coursework when they felt able, with the timings being flexible around them. This is in contrast to the previous model of assessment being focused more on external examination which would put pressure on them to perform in a high-stakes environment.

Project Learning

Robin has dedicated time within their educational setting and support to focus on their chosen topic for their Project element of the Diploma. They chose to investigate literature through the ages, which is a topic that they can build on each year with an increasing SCQF level to demonstrate achievement and progression. They were supported closely throughout with a consistent key member of the teaching staff who was aware of Robin’s needs.

Personal Pathway

Robin was able to self-reflect on several areas of personal learning with the support of a key member of staff. This was important to their development as it focused on the skills gained from their experience. Being autistic, Robin was able to use their special interest of LGBTI literature within their education, utilising key knowledge and skills in this area. They noticed progression and development on their journey and in their ability to recognise and articulate their skills and attributes.

Award

This resulted in the award of the Diploma. This allowed Robin to demonstrate their knowledge and experience, and progress to higher education studying English literature.

Amber’s Journey

Background

Amber is a 17-year-old female pupil who is care experienced. Amber has multiple diagnoses including a learning disability and is registered blind. Amber uses vocalisations, facial expression and body movement to communicate. Amber requires support for all aspects of her mobility and personal care. Amber has worked well within the Foundation Milestones throughout her BGE and is working at National 1 (units or awards) at SCQF Level 1.

Amber's future pathway in adulthood will require 24/7 care for all aspects of life. She is a young woman who enjoys and anticipates routine, she has a range of interests and the capacity to adapt to new environments.

Programmes of Learning

Amber is progressing well within the areas of learning that reflect her skills, abilities and aspirations within her chosen educational setting, at an appropriate SCQF level for her. Due to Amber’s complex support needs, evidence is gathered in the following ways: observation, photographs, videos and through staff documenting her responses. The continuum of engagement is used as an additional measurement of her acquisition of learning and the ability to apply that knowledge.

Amber has developed her confidence and exhibits success in music at SCQF 1 through participating in individual and group contexts. Amber is an effective contributor in music within either group or individual contexts. She demonstrates skills in using different instruments, following a rhythm and is starting to produce her own rhythms for others to respond to.

Amber has developed her skills in supported cycling and has increased her stamina in being able to make longer journeys. One aspect of this involves exploring the local area, this enables Amber to be exposed to new experiences in a supported way.

Literacy and communication skills development is building her capacity and access across all subject areas, where a key focus has been on interactions, having her voice heard and exposure to vocabulary to aid communication and understanding.

Curricular areas covered included music, physical education, creative arts, health and wellbeing, literacy, numeracy, relationships, sexual health and parenthood, social subjects and science through a four-term interdisciplinary approach. Amber is involved in a whole school community eco project, Rights Respecting Schools and celebrations and uses her skills and talents to contribute.

Amber has specific interest in music of various genres, her Senior Phase programme has enabled this to form a key part of her curriculum and has expanded to community activities and experiences which is supporting Amber’s transition to adult services.

Project Learning

Amber has applied skills developed in music to other contexts, further developing and demonstrating these within a community music group as part of her senior transition programme. Observation, video and photographs with the continuum of engagement were used to measure development of Amber’s skills over time.

Amber has applied skills developed through her daily cycling programme to be able to use these across out of her education setting. An aspect of this has been around developing Amber’s capacity to adapt and integrate in new settings. During cycling, Amber has gone from being passive to being able to let adults know when she wants to continue or finish. Amber enjoys being outdoors and this has been supported by her daily cycling programme.

Amber’s personalised timetable was co-created with the key people in her life, in particular her carers’ voices. All involved know Amber well and agree that this programme reflects her interests and skills. The school specifically focused on areas that would be sustainable in adult life and were transferable to a range of different learning contexts. Amber is specifically motivated by music and being outdoors. This enabled a bespoke programme for her which involves access to different environments and opportunities to have new experiences. Goals and targets were co-created with her carers to ensure that Amber would experience challenge, breadth and depth to enable her to continue to grow and develop. Amber’s carers also support her interest and skills development in music by providing additional out of school music lessons.

Communication skills development is enabling Amber to have her voice heard in different contexts. Amber has a communication toolkit which enables her to interact in her wider community.

Personal Pathway

Amber’s curriculum is organised to enable opportunities for personal achievement. A key emphasis of her Senior Phase considered her role as a member of her school and wider community, recognising that at 18, she will be accessing her community as an adult participant in her preferred activities. Amber uses a range of communication tools, including vocalisation, facial expression and body movements to convey her views and those who know her well used this to gauge levels of engagement and satisfaction. This enables Amber to share reflections of her experiences with those who know her well.

Award

This resulted in the award of the Diploma which incorporated Amber’s skills development across each of the three areas of the Diploma (Programmes of Learning, Project Learning and Personal Pathway) and which reflect her progression in learning. This will enable Amber to access adult community group activities when she moves into adult services.

Dom’s Journey

Background

Dom has been a residential learner at a special school for several years. Now 16, he has a learning disability and is neurodivergent. He uses a talker to communicate and visual cues such as sequence strips that support him throughout daily routines. He has made excellent progress throughout secondary education and with one-to-one support, he is able to participate in small group activities.

Dom worked within the Foundation Milestones throughout the BGE and is now working at National 1 in a range of areas, focused on those that will support the move to adult services with as much independence as possible. Dom will continue to require 1:1 support throughout the day. When Dom feels safe and secure, and events are predictable, he develops friendships and positive relationships with those around him. Social stories help Dom to make sense of changing situations.

Programmes of Learning

Dom enjoys learning and has made very good progress within a consistent, safe environment. A continued emphasis on the four capacities in the Senior Phase has equipped him with key skills to enjoy adulthood with as much independence as possible, as well as a range of interests to ensure he will enjoy a high quality of life. Central to this is continued access to a varied diet and sensory activities paired with suitable sport and social opportunities. Dom particularly enjoys numeracy work, and this is reflected in his patterned approach to art-making.

Dom’s achievements at National 1 reflect this range of activities and includes areas such as preparing a healthy snack and making art for display. These achievements can be further developed as he moves beyond school.

A key focus has been the Emotion Works programme. Study in this area is designed to boost self-esteem and promote emotional self-awareness. By recognising the differences between anxiety and excitement, Dom has been able to identify scenarios where he anticipates joy (excitement) as well as those that provoke anxiety, such as spending time in noisy areas busy with unfamiliar people.

Project Learning

Dom gains much satisfaction from mastering new concepts in numeracy. Throughout the Senior Phase, Dom has been working towards telling the time on a 12-hour clock and this will remain a core aim in the months ahead. Applying this understanding in real-life contexts and using it to help plan activities will further promote learning beyond school.

Personal Pathway

Dom thrives when he is able to participate in small group activities where he feels safe. Dom is capable of making big transitions when supported by people who are familiar and who understand his sensory needs well. Such transitions need to be introduced slowly, and careful consideration needs to be given to the consistency of those supporting Dom.

Dom enjoys physical activity indoors and outdoors, and in all weathers. Exploring new settings with a familiar group of people is central to ensuring that as Dom moves into adulthood, he increases his independence. Having continued access to a talker, a consistent team and predictable visual prompts which allow Dom to reflect on his experiences are central to the success of these new challenges.

Award

This resulted in the award of the Diploma. The award recognises Dom’s skill development across the three areas of the SDA and reflects his progression in numeracy, physical education and Emotion Works. This will enable Dom to access adult community group activities.

Rama’s Journey

Background

Rama is an S4 learner who hopes to progress to a career in childcare. They took a twenty-week, one afternoon per week, Masterclass in third year.

Programmes of Learning

Rama’s learner pathway is focused on developing skills, knowledge and values to enable them to progress to their chosen career. Along with their other Programmes of Learning, Rama has gained Skills for Work qualifications which will lead into a Foundation Apprenticeship in the local college. Rama has gained employability skills such as understanding of workplace and employees' responsibilities including reliability, organisation, reflection, leadership, communication and having a flexible adaptable approach and many more. Rama is delighted that there will not be any external examinations at the end of their fourth year.

Project Learning

Through a range of partnership working, Rama has been on a work placement in a local nursery. They have worked with staff from the nursery to create meaningful learning experiences for the children. Applying their skills and observing children learning in a real-life context. Leading play experiences and reviewing their effectiveness. Rama has gained key practical skills within the workplace.

Personal Pathway

Rama is delivering Bookbug sessions in a local primary school. They have learnt songs, rhymes and actions to support P1-P2 acquisition of language. They have reflected with their mentor on the experience of volunteering with the children. Rama enjoys the sessions and has articulated that they like observing the excitement of the young children and how they can see them developing and reacting. Volunteering in a local primary school has developed Rama’s confidence and helped reassure Rama that the next step should be a formal childcare course.

Award

Rama successfully completed all the elements of the Diploma and progressed to a childcare course at the local college.

Harris’ Journey

Background

Harris is an S5 learner who dreams of a career using his acting and singing skills and moving onto employment in the theatre which the school are determined to support. The school is aware that in the past ten years, jobs in the creative industries have expanded significantly. As a result, they have introduced a range of programmes under the banner of Creative Industries.

Programmes of Learning

Harris successfully completed the Skills for Work: Creative Industries course. Harris liked the assessment based on a range of methods including a folio and practical activities. He enjoyed carrying out a self-evaluation on a range of skills, reviewing progress and identifying action points as part of the assessment of employability skills. He also completed SCQF Level 5 credits in English, drama and music and SCQF level 4 awards in Mathematics and history. Like other SCQF Level 4 and 5 courses, assessment is internal with external verification.

In S5, Harris was keen to progress their skills further in voice, movement and acting. Harris also continued the study of English, drama and music at SCQF Level 6, and opted for a National Progression Award in music performance and SCQF Level 6.

Project Learning

The school offers a NPA at SCQF Level 6 in Musical Theatre. Harris, with the support of his careers mentor, thought this course would be a better preparation for his future ambitions as it would extend practical skills and knowledge of musical theatre. As the course is delivered jointly by the drama and music department, it fulfilled the Project Learning aspect of the Diploma.

Personal Pathway

Harris is an active participant in school shows and enjoys singing regularly to elderly residents in a local care home. Harris has well developed skills in reflection and self-evaluation through his coursework which he used to good effect in the personal area of the Diploma. Always striving to improve performance, Harris maintained a personal portfolio of feedback from auditions which supported his personal learning and development.

Award

Harris completed the Diploma, having achieved SCQF Level 6 in English, music, drama, music performance, and SCQF Level 4 in Mathematics and history. Harris completed an interdisciplinary National Progression Award at SCQF Level 6 in musical theatre and maintained a reflective diary of progress. Harris left school after his fifth year and embarked on a college course in acting and theatre performance.

Michael’s Journey

Background

Michael is a high attaining S6 leaver who spends time at both school and at college virtually. He has a keen interest in humanities and languages and required extra support via technology. He was keen to progress his development within the school and college settings to achieve the SDA.

Programmes of Learning

Michael was able to progress within the areas of learning that reflected his skills, abilities and aspirations, within his chosen education setting at the correct SCQF level for him. Thanks to positive interaction with colleges – including those not in his local authority – he’s able to access the widest variety of subjects at the SCQF level best suited for his aspirations. Evidence was gathered in different ways to truly reflect the learner’s acquisition of learning and the ability to apply that knowledge.

Project Learning

Michael has dedicated time within his education settings and support to focus on his chosen topic for the Project Learning area of the SDA. Michael decided to undertake a new project each year achieving progression in SCQF level, preparing him well for the wide variety of courses available at the university he aspires to attend. The project allowed a fusion of Michael’s passions in French, history and computer science, while also developing an interest in politics due to the increasing politicisation of technology and history during the period of study.

Personal Pathway

Michael was able to self-reflect on several areas of personal learning with the support of staff in educational settings. This was important as it allowed a focus on the skills gained from his experience. Michael noticed progression and development on his journey in his ability to recognise and articulate his skills, knowledge and attributes.

Award

This resulted in the award of the Diploma which included the subjects of French, History and computer science alongside project and personal learning. This allowed Michael to successfully apply to university and secure an unconditional place.

Malcolm’s journey

Background

Malcolm is undertaking his Senior Phase through Gaelic Medium Education (GME). Throughout his BGE, Malcolm achieved well. He wanted his Senior Phase education to include geography and various sciences through the medium of Gaelic. Thus, progressing his learning within the school and community settings to achieve the award of SDA. Malcolm was fortunate that his school offered a selection of GME subjects in the Senior Phase, but he was aware that some other schools only offered one subject, Gaelic language.

Programmes of Learning

Malcolm was able to progress well within the areas of geography and different sciences which reflected his skills, abilities and aspirations. He was able to attend school to focus on his areas of study through the medium of Gaelic. His learning was assessed throughout, and at an appropriate SCQF level. Malcolm was able to access the widest variety of subjects, thanks to the local college offering subjects of interest for Malcolm in GME, which was not available at the school. Evidence for assessment was gathered in different ways to reflect the learner’s acquisition of knowledge, skills and attributes and the ability to apply them.

Project Learning

Malcolm undertook a project relating to his specific skills and aspirations with the support of a Gaelic setting. Malcolm chose a topic that allowed him to build on each year with the SCQF level increasing to demonstrate achievement and progression. This is a supported element of the SDA, ensuring that cooperative conversations take place with teachers/lecturers/supportive adults on topic selection to ensure successful completion is achieved. Malcolm’s project successfully brought together a range of learning including through the subjects of geography, biology and chemistry as well as his keen interest in the environment. Most importantly for him, the project was undertaken through the medium of Gaelic. Some of Malcolm’s friends chose a different path and, along with Senior Phase GME subjects, competed a Foundation Apprenticeship through the medium of Gaelic.

Personal Pathway

Malcolm was able to access a range of Gaelic language opportunities at community level, which allowed him to gain new skills whilst at the same time working alongside community-based Gaelic projects. This included music and media opportunities made possible by Gaelic organisations. Malcolm was able to self-reflect on several areas of personal learning with the support of a teacher/responsible adult. This was important as it focused on the skills gained from their experience whilst developing his fluency in Gaelic. Malcolm also participated in The John Muir Award which supported progress across all four capacities of CfE. Malcolm recognised the progression and personal development on his journey and was able to recognise and articulate skills and attributes in his chosen subjects whilst strengthening his Gaelic language further. Malcolm also benefited by learning about career and further learning opportunities in Gaelic at this stage.

Award

This resulted in Malcolm receiving the award of the Diploma in Gaelic which included geography, biology and chemistry alongside their Project Learning and personal self-reflection experience. This allowed Malcolm to successfully apply and secure a place with a local employer to undertake a Modern Apprenticeship which would enable him to continue using his Gaelic. Along with this, Malcolm’s learner journey had included other skills and opportunities which added to his confidence and which he could return to at a later stage.

Rina’s Journey

Background

Rina is undertaking her Senior Phase through her local college. Rina wanted to undertake her Senior Phase in a new environment, as she felt there was too much distraction within her previous school setting. This allowed her to focus on her development. Rina wanted her Senior Phase to incorporate a wide variety of subjects, which the college could accommodate. This meant she could progress her learning within the college setting to achieve the award of SDA.

Programmes of Learning

Rina was able to progress with both dance and theatre, technical and professional courses whilst undertaking English, drama and business management to widen her opportunities within the SDA. Her learning was assessed throughout her journey at an appropriate SCQF level. Thanks to college provision, Rina accessed a wide variety of subjects to suit her skills and aspirations. Evidence for assessment was gathered in different ways to reflect the learner’s acquisition of knowledge, skills and attributes and the ability to apply them.

Project Learning

Rina undertook a project integrating her specific skills and interests within the college setting. Rina took the decision to undertake a new project each year achieving progression in SCQF level for each topic. This allowed her projects to cover a variety of interests. This is a supported element of the SDA, ensuring that cooperative conversations take place with lecturers/supportive adults on topic selection to ensure successful completion is achieved. Rina’s projects successfully brought together a range of learning including through the subjects of drama, English and business management as well as her keen interest in social economics and theatre production.

Personal Pathway

Rina was able to self-reflect on several areas of her Personal Pathway with the support of lecturer/responsible adult. This was important to Rina as it focused on the skills gained from her experiences throughout her different project topics which provided a wide variety of experiences. Rina noticed progression and development on her journey, which strengthened her ability to recognise and articulate her knowledge, skills and attributes.

Award

This resulted in Rina receiving the award of the Diploma which included English, drama and business management alongside her projects and personal self-reflection experience. This allowed Rina to successfully apply and secure a place within college to undertake further study relating to drama and theatre. Along with this Rina’s learner journey had included other skills and opportunities which added to her confidence providing her with the option to return to this at a later stage.

Veronika’s Journey

Background

Veronika is an S4 learner from the Ukraine who moved to Scotland in January 2022 with her family. She joined the secondary school in S3. Veronika hopes to progress to university to study computing science or cyber security or achieve a Graduate Apprenticeship in a related area of employment. She looks forward to travelling the world and plans on finding a job which will allow for remote working. She is studying a range of subjects which link in with this career pathway.

Programmes of Learning

Veronika is currently studying eight subjects at SCQF Level 5: English, maths, Spanish, modern studies, physics, chemistry, engineering science, computing science. Her strengths are related to maths and computing, as well as languages. Along with these subject commitments, Veronika has also been involved in the wider life of the school through sport and clubs, including basketball, netball, badminton as well as STEM club. She has also joined a number of after school clubs such as Coding and STEM projects.

Project Learning

Veronika has also been in focus groups in the school, including for a recent HMIE visit. She joined another group of as a guide in August at the S1 Parent Information Evening to escort parents to workshops. Each of these opportunities have allowed Veronika to develop her language skills in a variety of contexts as well as grow in confidence and feel included in the school and community. Veronika is aiming to complete an SCQF Level 6 project by the end of her sixth year using her language learning, linked to STEM. She has developed skills and responsibilities such as: reliability, organisation, leadership, communication among others.

Personal Pathway

Through partnership working, Veronika has been involved in a new initiative within the learning community to connect and support young people who have arrived in the area from Ukraine. This has been positive and has enabled young people to share experiences and make new friendships. The meet up was hosted at different schools in the Learning Community and takes place several times throughout the year. Veronika has also been a great support to new S1 pupils who have recently arrived in Scotland, acting as a mentor and buddy.

Award

Veronika has gained credits throughout her fourth year and is very well-placed to achieve the SDA by the end of her sixth year.

Sam’s journey

Background

Sam requires additional support to help with gaps in her learning. Sam is care experienced and has had several school and home moves in the last four years. Sam has now settled well in school. She has developed good relationships with the teachers and has made good friends with others in her year. Sam is a talented musician and performs in the school band. Sam also enjoys cooking and has recently commenced a part time skills development placement in the kitchen, where she helps to prepare meals and provide hospitality. Sam is committed to gaining qualifications and achieve the SDA. She is being supported to apply for music courses at college for next year.

Programmes of Learning

Sam has been supported to progress through her Personal Learning Plan and further develop her own interests through subject options and a skills development placement for one day a week. Sam receives additional support for literacy and numeracy through creative learning classes, which is helping her to progress through qualifications. Sam has chosen music, media, hospitality and mental health and wellbeing as her options.

Project Learning

Sam is working well towards the Project Learning element of the SDA. As well as applying herself during timetabled classes, Sam attends the after school “Tuned In” music club with others in the school band to work on the development of their own record label and practise for performances. This is also helping her to work towards SCQF Qualifications; music and media, and other awards, such as The Duke of Edinburgh’s Award, an arts award and a Youth Achievement Award.

Personal Pathway

Sam has demonstrated leadership skills and innovation through her work on the record label project. She has also grown in confidence on stage, during music performances and within the kitchen setting at her skills development placement. Sam noticed progression and development on her journey and strengthened her ability to recognise and articulate her skills and attributes.

Award

Sam is working well towards the Diploma and will continue to be supported in her transition to Further education.

Peter’s journey

Background

Peter is home educated, with a keen interest in the outdoors and requires extra support with learning. Peter and his family have been provided with all the information needed from their Local Authority, to enable Peter to achieve the SDA. Prior to being home educated, Peter had been receiving help from speech and language, occupational therapy, and physiotherapy, this continued to be offered after Peter switched to home education. Peter was also assessed by an independent educational psychologist who advised on ways to help support Peter with his learning.

Programmes of Learning

In the home setting, Peter was able to progress within the areas of study that reflected his interests and skills. Peter and his parents were able to access curriculum information from national websites and had access to submit work towards the same portfolio of qualifications available to students in any other educational setting. Peter and his parents were able to choose which parts of the curriculum were appropriate for Peter’s learning needs, and how the curriculum would be delivered.

Project Learning

Peter chose a project to start a small business to sell eggs in the local community. This was supported by Peter’s parents and required Peter to bring together a range of learning including, IT skills to produce advertising media, financial / business studies skills to create company accounts, biology and animal welfare to correctly care for the chickens, and practical craft skills to build a suitable enclosure. Peter chose to continue this project, especially focusing on the IT element by creating a website and increasing sales. By submitting a project portfolio including video, photos, drawings, accounts, write-ups, Peter’s project was verified.

Personal Pathway

Peter was able to self-reflect and articulate the skills he had strengthened alongside new skills he had learned from the project. His parents were able to verify Peter’s self-reflection from these experiences since he is Home educated.

Award

This resulted in Peter receiving the award of the Diploma, which included National Qualifications and National Certificate courses alongside a project and personal self-reflection experience. This enabled Peter to then join the college system when he was 16, at an appropriate level allowing him to continue his post compulsory education.

Gabriella’s Journey

Background

Gabriella is a 16 year old learner of Roma descent. Her education has been interrupted due to her family’s return to Romania for a few months every year. Her parents migrated to Scotland to access a better education for her and her siblings. She has assumed adult responsibilities within the extended family from a young age. Gabriella would like to travel with her extended family in the future.

Gabriella’s attendance through her BGE and in her fourth year was below the national average. She reported several incidents of bullying to her pastoral care teacher. Gabriella has a small group of close friends. The school identified that she was a risk of not completing her SDA and involved a range of partners to support engagement with her and her family.

Programmes of Learning

During fourth year, Gabriella undertook a range of qualifications and awards. She benefited from intensive literacy support and achieved credits in literacy at SCQF Level 3. She also completed Programmes of Learning and achieved credits in numeracy, ESOL, travel and tourism and hospitality in school, and a Prince’s Trust SCQF Level 3 Managing Money at the local library. Gabriella likes the youth worker delivering the Prince’s Trust award and enjoys learning in the library.

Project Learning

Gabriella has completed an SCQF Level 3 project through the Prince’s Trust focused around planning a trip with her peers. This has been validated by the youth worker supervising the project.

Personal Pathway

Gabriella has assumed caring responsibilities for her younger siblings from a young age. She has found it difficult to talk about this experience with her pastoral care teacher. She has found it easier to talk about and reflect on her situation with a family liaison worker. Her family liaison worker validated her learning.

Award

With support from her family liaison worker Gabriella successfully completed all the elements of the Diploma and left at the end of her fourth year.

Florin’s Journey

Background

Florin is a 15 year old young man of Roma descent, who is now in S5. Florin and his family came to Glasgow in 2015 and has lived in Govanhill since then, in two different homes. Florin lives with his Mum, Dad and four siblings. He is the oldest child in the family. Florin’s family came to Scotland to provide a better future for them and their children. Florin’s Mum stays at home and looks after the family while Dad works to provide for them. The family travel back to Romania every year to visit family and friends.

Florin has witnessed friends and family being bullied. He himself has been the victim of some unkind words but is determined not to let that impact him. Florin is passionate about sharing his culture with others and feels lucky to have family and friends who support him.

Programmes of Learning

During S4 Florin studied National Qualifications in a variety of subjects. His favourite was Spanish as he already understood the language. He has benefited from support from the English as an Additional Language department. He always attends Summer School and particularly enjoys making new friends and working with youth workers. He has also completed SCQF Awards in Personal Development and Employability.

Project Learning

He completed a Leadership Award which was overseen by the drama department when he was involved in the school show. Being involved in the school show facilitated his Project Learning using his knowledge of drama and music. It ensured he developed and strengthened his English further. Overall, the Project Learning element of the SDA also enabled him to successfully develop creativity, teamwork and leadership skills.

Personal Pathway

Florin completed the Bronze Duke of Edinburgh’s Award. He is a keen drummer although he has no formal qualification in this. He attended the Big Noise in primary school, and this encouraged him into music.

Florin is ambitious and wants to help people who have been the victims of discrimination or violence. He is reflective when describing his own experiences.

Award

Florin plans to stay on to S5 to complete his SDA.