Minutes of a meeting on the Forest School qualification in Scotland 5/9/13
RECOGNISING THE FOREST SCHOOL QUALIFICATION IN SCOTLAND
1030 – 1300 5th SEPTEMBER 2013, SILVAN HOUSE, EDINBURGH
MINUTES
This meeting aimed to explore how the Forest School Scotland can move towards formal recognition of the Forest School qualification in Scotland. This includes possible GTCS recognition and Scottish Credit and Qualification Framework (SCQF) credit rating.
Our meeting goals were to:
· Have a better understanding of the requirements of the SCQF and GTCS and their processes
· Share open discussion on the need for formal recognition of the FS qualification
· Note any benefits to the wider Forest School Scotland community and identified any constraints/ issues
· Agree next steps
Attending:
Participant / Training Provider/ organisation / RoleRyan / Reed / SCQF / Presenter/ support
Rosa / Murray / GTCS / Presenter/ support
Trevor / Easton / OCN North East Region / Presenter/ support
Sally / York / FCS / Chair/ facilitator
Penny / Martin / FEI/ Living Classrooms / Support
Aline / Hill / Big World/ FSTCo / Forest School training provider
Mike / Brady / South Lanarkshire Council/ FSTCo / Forest School training provider
Ross / Preston / Independent trainer / Forest School training provider
Julia / Mackay / NESOLG / Forest School training provider
Sabine / Mackenzie / Mindstretchers / Observer role for Forest School training provider
Mark / Davies / East Ayrshire Woodlands
Chair/ Ayrshire FEI Cluster Group / Training supporter - Community Woodland Officer
Karen / Yearsley / Learn Wild/ Archimedes / Forest School training provider
Non attendee – Simon Harry (FSTCo/ Many Routes) former Forest School training provider
Apologies:
Linda MacDonnell (OCN WMR), Vicky Neville (Ardroy Outdoor Education Centre); Sarah Blackwell (Archimedes); Gareth Wyn Davies (Forest School Association); Kate Hookham (Mindstretchers); Claire Warden (Mindstretchers); Karen Boyd (FCS Central Scotland); Ayliffe Rose BEES (Borders Environmental Education Services) Volunteer Development Worker
NB: Notes from the meeting are shown as summary points, with more extensive notes after the agreed action points.
BRIEF BACKGROUND TO MEETING: Penny Martin FEI Forest School Coordinator
See PPT presentation attached
Penny set the Scotland and UK context, and provided slide hand-out notes. This covered what FEI FS is, the value of the qualification , training providers in Scotland, FS Coordinator strategic approach, Forest Kindergarten programme development by Karen Boyd, FCS, relevant scoping meetings with SCQF and GTCS and ambitions for FS Scotland, within the wider outdoor learning context. .
VIEW FROM A FOREST SCHOOL QUALIFICATION AWARDING BODY: Trevor Easton OCN North East Region
KEY points:
· Trevor covered the changes that have taken place with NOCN and OCN. His role is to develop and support centres in Scotland. This includes working with programmes like FS and with colleges (e.g. Edinburgh and Fife colleges). OCN NER also provides a bespoke service to accredit and develop courses to get them on the qualification framework (SCQF). Small independent units have been developed. e.g. shelter building, tree shelters etc. Unit content is reviewed at least every 3 years. It is possible to amend units to fit the Scottish context.
· The Forest School Qualification on the Qualification Framework can only be accredited by licence from the ‘owning’ organisation. In Scotland and northern England this means the OCNNER for NOCN.
· Since there is no intellectual copyright on these qualifications, other organisations can base their own development of qualifications on them and apply for inclusion on the framework. Such organisations have to meet the "Conditions and Quality Standards set by the framework."
· OCNNER is in the process of reorganising and re-branding to better reflect its role in Scotland. This is in partnership with the NOCN strategic plan to formalise NOCN accreditation in Scotland. The CEO of OCNNER is meeting with SQCF in October to continue this initiative.
GTCS & THE NEW STANDARDS FOR PROFESSIONAL RECOGNITION IN OUTDOOR LEARNING: Rosa Murray
· See presentation attached
Key points:
· The new professional standards reflect the shift “from passion to policy”. The agreed New Professional Standards have been in place since August 2013.
· Rosa’s work is primarily across Scotland developing programmes. Have rewritten professional standards in Scotland, for all registered teachers to inform teaching and learning and teacher education programmes some of which GTCS accredits.
· Sets the expectation on what providers should have in any programme.
· To examine, inform, and continually develop their thinking and practice. The suite includes:
The Standards for Registration (incorporating Provisional and Full Registration)
The Standard for Career-Long Professional Learning
The Standards for Leadership and Management (incorporatingMiddle Leadership
andHeadship)
Within this suite of Professional Standards there are a number of key themes:
Professional Values and Personal Commitment
Learning for Sustainability
Leadership
· The Sustainable Development agenda informed standards for provisional and full teacher registration. Rosa noted that when reading applications for professional recognition, most high level ones come from teachers doing OL, global citizenship etc. All have in common experiential working (at deep level), a strong values base and external expert input, and are passionate people.
· Rosa’s advice for FS learning programmes: foreground professional standards for teachers and policy so that teachers can relate to this to their PRD – see link to GTCS website for further information.
Q & A
Q: Aline Hill –Do we know how to take FS qualification forward for badging by GTCS?
A: See website guidelines. Also self- evaluation guidance
SCOTTISH CREDIT & QUALIFICATIONS FRAMEWORK – CREDIT RATING PROCESS Ryan Reed SCQF
See presentation attached
Key points:
· SCQF provide guidance and standards
· In place since 2001 (the Scottish Framework is the oldest in world!)
· Sets balance between vocational and academic qualifications
· Framework is set according to the complexity of learning involved and time involved.
· Credit rating allocates a level for complexity (reflecting the volume of work ) and credit to show the notional time commitment (reflecting the difficulty of the work) i.e. level and credit not directly connected
· It’s a flexible system in Scotland to make sense of qualifications and progression for all people. A programme is placed on the SCQF to award and certificate to your learners
· Anyone in Scotland can design write and deliver a programme on SCQF but has to submit it for credit rating. Don’t necessarily need an awarding body – different from QCF where only some awarding bodies can submit programmes.
· SCQF is not a regulatory framework. No explicit link to funding. Funding models are more flexible and inclusive.
· SCQF delegate process to credit rating bodies
· Credit rating bodies – see list provided on presentation. Universities, Colleges (some FE colleges) and SQA are the main ones.
Q&A
Q - Aline Hill – can we get hold of descriptors?
A - yes - Ryan to circulate PDF
Q - Julia McKay – OCN NER in negotiation with SCQF?
A - Trevor Easton - reached agreement that it is feasible. Needs further discussion in October (SCQF demands a certain rigour) NOCN and OCN have developed similar rigour with Off Qual and QCF.
FACILITATED DISCUSSION:
OPPORTUNITIES FOR FOREST SCHOOL / FOREST KINDERGARTEN
Penny put up the following slides to help the group explore the issues:
Comments forwarded by Kate Hookham (Mindstretchers)
“
· Looks like a good programme
· Interested to see how the GTC rate FS in particular and how it would fit into the SCQF
· Agenda is appropriate.
· Interested in the cross border impact for other training organisations based in England?
· If SCQF and GTC are looking to adopt would there be interest or need for a formal 'Scottish' Element in the outcomes -we already do this informally.”
In addition, positive comments had been received from the wider network in response to a post by Penny on the FEI FB group page.
Options available
1. Use the existing OCN qualification
Owners have it credit rated on SCQF. They remain responsible for qual. assurance of the assessment. Advantages - don’t have to find new owner or qual. They submit to credit rating body with FEI FS network support
2. Owner of qualification changes it to suit Scottish context.
They maintain responsibility with advantage of FEI FS network input with ‘fit for purpose’ course with bigger sell. Make a business case for this. E.g. OCN remain owners of the qualification but enter into dialogue so the development group can help shape the development of this so that we get something fit for Scotland’s FS needs.
3. Decide to develop a new programme owned by someone new.
This will needs to be developed from ground up with cherry picked elements of the best programmes. Need to decide who is the owner of the qualification and if they have the capacity to submit, and arrange external visits etc. Advantage is control and a an independent product which meets needs of Scotland.
Despite some discussion around the best means to secure this – a unified approach or an independent one by different providers- all Scottish training providers present agreed in principle on the need to have FS credit rated by the SCQF and recognition by the GTCS.
Maintaining the status quo was not an option given the changes in teacher professional standards and the added value a recognised and credit rated qualification provides.
This gives the FS qualification a greater status – in addition involvement by an Awarding Body can provide rigour to the process of putting them forward for credit rating.
AGREED NEXT STEPS
1. Improve/ consolidate the FS Scotland trainers’ network
2. Agree on a common unit(s) for FS Scotland
3. Make the qualification fit the Scottish context
4. Get together for a facilitated session to explore commonality across the units used by different providers
5. Discuss and decide on options to carry forward
ACTION POINTS
Penny Martin: to circulate notes from an earlier meeting with GTCS (done - see footnote below)
Ryan Reed: to circulate PDF of descriptor tables
All training providers: forward FS units (L1-L3) to Penny Martin before next meeting
Trevor Easton:
· email unit format to Penny for use at facilitated meeting
· provide update on the OCNNER/ SCQF meeting on 4 October
Penny Martin: doodle dates for November meeting to explore commonality in units
ADDITIONAL NOTES FROM MEETING
OCN NER Additional Notes:
Background: Ofqual, and its Welsh and Northern Irish equivalents, have scrutinised awarding bodies to come up with a revised structure. A number of regional OCNs decided they couldn’t comply. This leaves only NOCN, OCNNER and Agored Cymru licensed.
Other OCNs have or are in the process of renaming themselves and may have cloned existing NOCN awards for their own use. (For example, OCN West Midland Region (WMR) previously cloned the NOCN FS L1 & 2 course units). OCN WMR 2013 units are now on the QCF and therefore regulated.)
There are 2 types of course status: 1. framework qualification; 2.Non-regulated. To date all FS courses have been non-regulated.
To get on the framework, Scotland will have the same set of general conditions of recognition.
NOCN/ OCN used the original Welsh units when setting up FS units. There is no intellectual copyright on QCF units – can be adopted by others.
Trevor passes round examples of programme design and units: Unit 1 Introduction to FS Principles; L1 units - Understanding Woodland Survival Skills; L2 Supporting Learning & Development at a FS Programme; L2 Skills for the FS programme Assistant; L2 units - Shelter Building; Tree Safety;
Also Info leaflet on Understanding the Levels – course levels in Scotland and England and their equivalents. Can map award at level 7 – a precise and detailed review is needed to know where to map an award.
Non-regulated units relevant to FS have to be written and submitted at exactly same standards to QCF ones – gives flexibility early on to meet needs of learners
The NOCN award in FS should be available through NOCN’s Scottish membership.
Advantages – quality standards, open up funding routes (different in Scotland). Funding arrangements in Scotland more generous and flexible
Trevor’s colleague can write national awards, so if there is a wish to develop a specific award there is help available for award development and adoption by the regulatory body.
Aim - get closer alignment with SCQF with support. There is some momentum given OCN NER’s enhanced presence in Scotland.
GTCS Additional Notes
Professional Values and Personal Commitment
Democratic values are at the heart of Scottish society. Therefore, Professional Values and Personal Commitment are at the core of this suite of Standards. They are integral to, and demonstrated through, all our professional relationships and practices. For the first time, the same values are replicated across each standard, in recognition that these are the same for all teachers, irrespective of experience and stage in career.
Key terms are integrity, social justice, trust and respect and professional commitment
OL comes in under a key area in the pedagogy. See http://www.gtcs.org.uk/web/FILES/the-standards/standard-for-career-long-professional-learning-1212.pdf
Learning for Sustainability (see Page 10 in the above doc)
‘Learning for sustainability’ is a whole-school commitment that helps the school and its wider community develop the knowledge, skills, attitudes, values and practices needed to take decisions which are compatible with a sustainable future in a just and equitable world. All teachers should be confident in their knowledge and understanding of the challenges facing society locally and globally. Teachers support learners to become responsible citizens contributing to a fair and equitable society. Learning for sustainability has been embedded within the suite of Standards to support teachers in actively embracing and promoting principles and practices of sustainability in all aspects of their work
Leadership
We recognise that effective leadership depends on the principles of collegiality. All teachers have opportunities to be leaders. They lead learning for, and with, all learners with whom they engage. They also work with and support the development of colleagues and other partners. Different forms of leadership are expressed across the suite of Professional Standards including leadership for learning, teacher leadership and working collegiately to build leadership capacity in others.