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a sandbox at the beach, oil painting style

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Perfect Beach Scene: 7 Hours of White Sand, Blue Water & Ocean Waves in 4K

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In my life I have been fortunate to have explored fascinating places around the world.  There is one particular city though, that keeps giving me new emotions every day. It is Roma (or Rome).
Its variety of architectures that stands clearly apart from other "megacities", Its unparalleled history legacy and Its intimate and quieter sides make Rome a city that does get into your bloodstream. 

Watch my other works:
Cuba: https://vimeo.com/224883799
Venezia: https://vimeo.com/181612110
Lanzarote: https://vimeo.com/192406523
Reverie of Vietnam: https://vimeo.com/126747807
Moments of Puglia: https://vimeo.com/165102515
Malta: https://vimeo.com/202709486

Rome has been documented in different ways and for different purposes but few videos make you appreciate this city through local's eyes. 

I have dedicated months filming everyday's moment to describe a day in Rome through a roman's eyes. This short film is the result. Let me indulge you for a few minutes.  

Awards:
OFFICIAL SELECTION - 2016 ICFF – Italian Contemporary Film Festival

Locations:
Many filmed locations are unknown to many. Click on the link to see film locations on map: https://goo.gl/AWgM6g

Based on an original idea and directed by Oliver Astrologo - FB: http://fb.com/oliver.astrologo
Additional footage: Nils Astrologo

Original Score: 
Max LL - http://maxll.ca

The original soundtrack of ROMA has been produced by talented composer Max LL. All music and sounds effects rights are reserved. 

SteadyCam (Gimbal) support
Aerea Visus - Uniclamp : http://goo.gl/KMDqbs

Thanks:
Marco Baroni di Fonderia, Simone Sampò, Alice Celia, Federico Chericoni and everyone who helped me create this video.

Appearances:
Maurizio & Satia Martinoli, Alessia Scognamiglio, Andrea di Curcio, Stefano Silvani, Valeria D’Ovidio, Tommaso Cassinis. The mask: Jacopo Sabar Giacchino.

Flickr album: https://flic.kr/s/aHskitMuGV

Geek Stuff
I have received so many messages asking for details on how I produce my videos. 
I put down this short piece: http://oliverastrologo.com/videotips this explains few techniques I have been using and includes a list of equipment. Don't hesitate to write to me if you need further details or have any recommendation.

Gear (Find a comprensive list of my equipment here: http://oliverastrologo.com/gear)
Sony A7ii @ 1080 50p PP7 (Exposed in S-Log2)
Sony A7s @ 1080 50p PP7 (Exposed in S-Log2)

Video Stabilization: Area Visus AV-ST-01

Lens used:
Zeiss 35mm 2.8
Zeiss 55mm 1.8
Canon 24-15mm 4.0 IS

Color Correction
ImpulZ LUTs with some tweaks. 

Riprese aeree (in italiano):
La questione delle riprese aeree effettuate con Droni è spesso soggetta a controversie, è importante ricordare che possono essere (e spesso sono) utilizzati in modo responsabile. Le riprese aeree di questo video sono state realizzate prima del 30 Aprile 2014 data antecedente alle nuove restrizioni sui voli, tutte le immagini sono state acquisite rispettando le seguenti modalità:

- Evitare le zone sensibili o qualsiasi cosa che può essere frainteso senza previa autorizzazione.
- Evitare i periodi più affollati, le ore di punta, eventi speciali, ecc.
- Evitare le folle. In caso di zone ove erano presenti delle persone con osservatori di terra e ricetrasmittenti.
- Rispettare le aree residenziali di tranquillità e diritto alla privacy.
- Eliminare qualsiasi materiale che rivela inavvertitamente persone o che possa compromettere la privacy.

Per domande riguardanti le riprese aeree, vi prego di contattarmi via e-mail.

** Important **
All video, music and sounds effects are rights reserved.
Please only use and share this embed code of the original video.
Third party downloads and distribution is not permitted.

If you are interested in buying footage or any inquiry please contact: info@oliverastrologo.com
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Instagram: https://instagram.com/oliverhl
Twitter https://twitter.com/oliverastrologo
Facebook https://fb.com/oliver.astrologo
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Developing the Young Workforce want to transform how businesses and education engage.

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Four young people from Bell Baxter High School recently attended the BAM Construction virtual work experience. They gained an insight into the multifaceted industry of construction. Understanding design, engineering, marketing & communication and all the behind scenes elements it takes to create a successful business.

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DYW Fife - connecting employers with young people and education. DYW Fife plays a key part in the delivery of the Young Person's Guarantee. We are employer led and it's our priority to make it easier for employers to connect with young people in schools and colleges across Fife.

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National Improvement Framework (NIF)

We want to ensure children and young people develop a broad range of skills and capacities, whilst supporting them to thrive, regardless of their social circumstances or additional needs.

The national improvement framework and improvement plan for Scottish education is designed to help deliver the twin aims of excellence and equity in education.

This document serves as the single, definitive plan for securing educational improvement. It takes into account the information on the national improvement framework interactive evidence report.

The 2023 national improvement framework and improvement plan - summary document provides an abbreviated version of the current context for delivering improvement in 2023, and planned improvement activity for the year ahead.

Drivers of improvement

Six drivers of improvement have been identified in the NIF. The drivers are all equally important. The links and connections across these key areas are essential to enabling continuous improvement and minimising unintended consequences.

The key drivers of improvement are:

A lot of positive work across these areas is already underway in Scottish education. The information we gather will be analysed to identify where we can make further improvements. Those improvements will, in turn, contribute to delivering our priorities.

Find out more: National improvement framework: drivers of improvement

Further information: National improvement framework: parent communication plan

We issued a consultation in 2022 on how to ensure that key measures to assess progress towards closing the poverty related attainment gap reflects the wider ambitions of the curriculum. An analysis of the consultation and next steps were published in December 2022.

Scottish National Standardised Assessments

The Scottish Ministers commissi oned an independent review of the Scottish National Standardised Assessments (SNSA) at Primary 1 within the overall context of the National Improvement Framework.

The review and our response to it were published on 11 June 2019.

In addition, the following documents on the subject of the SNSA were published:

Insight

Insight is a benchmarking tool designed to help bring about improvements for learners in the senior phase (S4 to S6). The system is updated twice annually, around September for attainment results, and February for school leavers' data.

It is particularly valuable to inform improvement planning, particularly following the February release, when key data for schools are updated. It provides schools with information about where a school is having the most success for pupils in the senior phase and also where improvements can be made.

Broad General Education (BGE) Benchmarking Tool

The BGE Benchmarking Tool was launched in 2018 and is available for all schools and local authorities to access on Glow. It uses data provided by local authorities on achievement of a Curriculum for Excellence level for children and young people. It is intended to support professional dialogue between local authorities and schools so they might learn from each other to improve learner outcomes. Data from the tool is also available on the School Information Dashboard.

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We want to ensure children and young people develop a broad range of skills and capacities, whilst supporting them to thrive, regardless of their social circumstances or additional needs. The national improvement framework and improvement plan for Scottish education is designed to help deliver the twin aims of excellence and equity in education.

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Curriculum for Excellence is divided into two phases: the broad general education and the senior phase. The broad general education begins in early learning and childcare and continues to the end of S3 (the third year of secondary school). Its purpose is to develop the knowledge, skills, attributes and capabilities of the four capacities of Curriculum for Excellence:

Successful learners

Confident individuals

Responsible citizens

Effective contributors

It is designed to provide the breadth and depth of education to develop flexible and adaptable young people with the knowledge and skills they will need to thrive now and in the future. It aims to support young people in achieving and attaining the best they possibly can.

Curriculum is defined as the totality of all that is planned for children and young people from early learning and childcare, through school and beyond. Children's and young people's learning should be planned for and experienced across the four contexts.

During the broad general education, children and young people should:

achieve the highest possible levels of literacy, numeracy and cognitive skills;

develop skills for learning, skills for life and skills for work;

develop knowledge and understanding of society, the world and Scotland's place in it, much of which is now included in Learning for Sustainability;

experience challenge and success so that they can develop well-informed views and the four capacities.

Learning in the broad general education phase

There are eight curriculum areas: expressive arts, health and wellbeing, languages (including English, Gàidhlig and Gaelic learners and modern languages), mathematics, religious and moral studies, sciences, social studies and technologies.

Each curriculum area is planned using experiences and outcomes. These describe the knowledge, skills, attributes and capabilities of the four capacities that young people are expected to develop.

Curriculum for Excellence Benchmarks set out clear statements about what learners need to know and be able to do to achieve a level across all curriculum areas.

Learning in the broad general education may often span a number of curriculum areas (for example, a literacy project planned around science and technology might include outdoor learning experiences, research and the use of ICT). This is likely to be in the form of themed or project learning which provides children and young people opportunities to show how skills and knowledge can be applied in interesting contexts. The term often used for this is interdisciplinary learning.

The senior phase, which takes place from S4 to S6 in schools and includes ages 16 to 18 out of school, follows a young person's broad general education, building firmly on the experiences and outcomes they will have experienced and achieved by the end of S3. It enables them to extend and deepen their learning and continue to develop skills for learning, life and work, through qualifications and also through a range of opportunities for personal development (for example work placements and volunteering).

Key documents
Progression from the Broad General Education (BGE) to the Senior Phase (PDF 439 KB) Progression from the Broad General Education (BGE) to the Senior Phase - (Gaelic version) (PDF 188 KB) Career Education Standard Sep 2015 (PDF 821 KB) Career Education Standard (Gaelic version) Sep 2015 (PDF 1.2 MB) School Employer Partnerships Sep 2015 (PDF 510 KB)

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Curriculum for Excellence is divided into two phases: the broad general education and the senior phase. The senior phase takes place from S4 to S6 in schools and includes ages 16 to 18 out of school. It is the phase when a young person will build up a portfolio of qualifications and continue to develop the knowledge, skills, attributes and capabilities of the four capacities of Curriculum for Excellence:

Successful learners

Confident individuals

Responsible citizens

Effective contributors

It is designed to provide the breadth and depth of education to develop flexible and adaptable young people with the knowledge and skills they will need to thrive now and in the future. It aims to support young people in achieving and attaining the best they possibly can.

Curriculum is defined as the totality of all that is planned for children and young people from early learning and childcare, through school and beyond. Children's and young people's learning should be planned for and experienced across the four contexts.

All young people in Scotland have an entitlement to a senior phase which:

provides specialisation, depth and rigour

prepares them well for achieving qualifications to the highest level of which they are capable

continues to develop skills for learning, skills for life and skills for work

continues to provide a range of activities which develop the four capacities

supports them to achieve a positive and sustained destination.

Learning in the senior phase

The senior phase follows a young person's broad general education, building firmly on the experiences and outcomes they will have experienced and achieved by the end of S3. It enables them to extend and deepen their learning.

The curriculum framework and the qualifications system will provide a range of opportunities to meet the needs of all learners, whether aspiring to achievements at SCQF level 1 or at SCQF level 7.

The curriculum in the senior phase comprises more than programmes which lead to qualifications. There is a continuing emphasis, for example, on health and wellbeing appropriate to this phase, including physical activity and opportunities for personal achievement, service to others and practical experience of the world of work.

In order to deliver this breadth of learning, schools are designing and delivering a bespoke three-year senior phase jointly with a range of key partners, including colleges, employers, universities and Community Learning and Development, and are bringing parents and carers on board with curriculum options from an early stage.

Insight is a major benchmarking tool designed to help bring improvements for pupils in the Senior Phase. It is a professional tool to support secondary schools and local authorities in analysing the performance of learners across agreed measures and in developing their curriculum accordingly. The Scottish Government website has more information on the Senior Phase Benchmarking Tool.

Key documents
PDF file: Progression from the Broad General Education to the Senior Phase May 2016 (439 KB) PDF file: Progression from the Broad General Education to the Senior Phase (Gaelic version) May 2016 (188 KB) PDF file: Career Education Standard Sep 2015 (821 KB) PDF file: Career Education Standard (Gaelic version) Sep 2015 (1.2 MB) PDF file: Work Placements Standard Sep 2015 (655 KB) PDF file: Work Placements Standard (Gaelic version) Sep 2015 (1.2 MB) PDF file: School Employer Partnerships Sep 2015 (510 KB)
Related links
Amazing Things: A guide to youth awards in Scotland (PDF file) Scottish Credit and Qualifications Framework Scottish Qualifications Authority Skills Development Scotland: My World of Work 15-24 Learner Journey Review
Broad General Education
Early learning and childcare

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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Education Scotland is a Scottish Government executive agency responsible for supporting quality and improvement in Scottish education.

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The Hayward Review: Reforming Qualifications and Assessments :: Connect

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Keep an eye on this page for all links and surveys related to the Hayward Review

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1. Foreword

Letter to the Cabinet Secretary for Education and Skills

Dear Cabinet Secretary,

In June 2021, I was commissioned by the Scottish Government to provide independent advice to you on aspects of education reform in Scotland. Specifically, this included 'designing the implementation of the recommendations for structural and functional change of the Scottish Qualifications Authority ( SQA) and Education Scotland' which arose from the report, Scotland's Curriculum for Excellence: Into the Future by the Organisation for Economic Co-operation and Development ( OECD). You also asked that I give consideration to establishing a new curriculum and assessment agency. I am pleased to present my independent report arising from that commission for your consideration.

I would like to firstly express my appreciation for the positive and constructive response there has been by all with whom I have engaged on this reform work. I am particularly indebted to the extensive, open and informative engagements the leadership teams, staff and unions in SQA and Education Scotland have had with me over the period of my work.

I accepted this commission and entered into it with an open mind as to what my recommendations would be. At the outset, I was determined to seek views and ideas from as wide a range of groups and individuals as possible within the timescale available to me. Throughout, I have adopted an evidence-based approach listening to and triangulating the views and ideas of children and young people, headteachers, teachers, lecturers and other practitioners, parents and carers and a range of other interested stakeholders to help form my recommendations. I have also sought advice from respected researchers and those with relevant expertise in organisations throughout Scotland and beyond.

Given the complex and interconnected nature of the Scottish education system and the breadth of roles and functions currently carried out by both SQA and Education Scotland, it has been necessary to engage widely with a broad spectrum of practitioners and stakeholders who, in varying degrees, are likely to be impacted by the replacement of the SQA, the removal of inspection from Education Scotland and changes to that agency's roles and functions.

The outcomes from these extensive engagements, the excellent returns from the two consultations carried out, and the experience of Expert Panel members and leading specialists and researchers have provided a strong foundation of evidence on which to base my conclusions and recommendations.

My recommendations take into account and align with wider areas of policy and the Scottish Government's priorities for children and families in Scotland. They are designed to build upon the many strengths that exist within Scottish education while supporting key priorities around closing the poverty-related attainment gap, child poverty, reducing youth unemployment, the national work on Race Equality and Anti-Racist Education Programme ( REAREP) and achieving equity and excellence through education. They are also based on an understanding that the incorporation into Scots law of the United Nations Convention on the Rights of the Child ( UNCRC) is a game changer when it comes to how we view and provide the educational experiences for children and young people.

Fundamentally, my recommendations place children, young people and those teachers and practitioners who support their learning more firmly at the heart of the education system. Unashamedly, they place them and their interests ahead of those organisations that make up the educational infrastructure. The recommendations aim to establish a revised infrastructure that begins to simplify the landscape and ensures all teachers and practitioners have greater clarity as to the roles and functions of key national bodies. The recommendations also set out the means by which teachers and practitioners can be more assured of accessing the bespoke support they need in the challenging job they have in supporting all learners. As a consequence, the recommendations are designed, ultimately, to enhance the quality of learning and teaching and the achievements and outcomes for all learners and ensure the rights of the child are respected and honoured across our education system.

Critically, the recommendations offer initial steps in creating a more coherent landscape that inspires public trust and confidence in our education and examination system. They also provide a means by which the school curriculum; assessment; approaches to learning and teaching; examinations and qualifications can remain responsive and relevant in the context of constant and significant change, through meaningful engagement with all stakeholders including those professionals who are most closely engaged in the learning and teaching process. Finally, my recommendations provoke questions for all who have a stake in Scottish education of the cultural and mindset shifts required to support this fluid and dynamic system.

You encouraged me at the outset to be 'bold and radical' in my report. I believe it does both while also providing the stability required over the short to medium-term to minimise risk to learning. It offers what I believe is a clear, creative and pragmatic way forward for Scottish education that builds on its current successes, provides real opportunities for all learners, better supports teachers and practitioners, and re-establishes Scotland's world-leading education credentials.

Yours sincerely
Professor Kenneth Muir
University of the West of Scotland
Independent Advisor to Scottish Government
Acknowledgements

This report was commissioned by Shirley-Anne Somerville MSP, Cabinet Secretary for Education and Skills and I am indebted to her for initiating the review and for respecting my independence throughout the process.

I would like to express my sincere thanks to those individuals who represented their organisations as members on the 50+ strong Practitioner and Stakeholder Advisory Group ( PSAG). The expertise and lived experiences they and their networks brought to my work were of immense value in bringing 'real life' evidence and constructive suggestions to my deliberations.

I am indebted to all those who gave up their time to take part in the extensive range of meetings and webinars over the last six months, including the many parents and carers, and representatives from professional associations, local and national government and national and international organisations with whom I engaged. I would also like to thank the large number of individuals, groups and organisations that completed the public consultation. The valued and constructive contributions made by all of the above have influenced greatly my thinking in writing this report.

I would like to take this opportunity to thank the Children's Parliament, the Scottish Youth Parliament and Together (Scottish Alliance for Children's Rights) who organised and carried out the consultation engagements with children and young people from across Scotland. A special 'thank you' is due to the large number of children and young people who engaged in the extensive facilitated discussions and online survey prepared by those three organisations. An equally special 'thank you' is due to those learners who took time away from classes and lectures to engage directly with me. The combined experiences and suggestions made by these learners have proved to be invaluable in informing my recommendations. Learners, supported by teachers and practitioners, should lie at the centre of all we do in Scottish education, hence the title of my report. Education is for them, and those that come after them, and it is they who must benefit from my recommendations and what might lie ahead by way of any further reform.

At a time of significant change and reform to their organisations, I have greatly appreciated the positive and supportive manner in which Gayle Gorman, Chief Executive of Education Scotland and Fiona Robertson, Chief Executive of the SQA, together with their senior teams and staff, have engaged with me throughout the last six months. I recognise the concerns and anxieties they have shared with me about the future of their organisations and the uncertainties the reform process has created for them.

I am grateful to Wellside Research Ltd for their assistance in analysing the extensive number of public consultation returns and to officials in national and local government who responded to requests for information and advice.

I am particularly indebted to members of the Expert Panel for sharing their expertise with me and for their insightful advice and feedback at key stages in the process.
Professor Kenneth Muir
University of the West of Scotland
Independent Advisor to Scottish Government
Special thanks go to the members of the independent secretariat who have given me unstinting support over the six months of my commission.

All of those mentioned have been invaluable in the development of this report but I bear sole responsibility for its content.

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Putting Learners at the Centre: Towards a Future Vision for Scottish Education

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Report provided to Scottish Ministers by Professor Ken Muir on the replacement of the Scottish Qualifications Authority, reform of Education Scotland and removal of its inspection function.

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The Future of Digital in Scottish Education - Professor Ken Muir, University of the West of Scotland

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A comprehensive report on OECD activities in 2006-2007.

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This is our response to an independent review into the Curriculum for Excellence by the Organisation for Economic Co-operation and Development (OECD).

We commissioned the review in 2020 to help us better understand how the curriculum is being designed and implemented in school, and to identify areas for improvement. The OECD published its findings in June 2021.

Re-assess Curriculum for Excellence's (CfE) aspirational vision against emerging trends in education to take account of evolutions in education and society: Scotland should consider updates to some of its vision's core elements and their implications for practice, in particular, the role of knowledge in CfE; and define indicators aligned to the vision to help understand students' progress across all four capacities set out in CfE.

Find a better balance between breadth and depth of learning throughout CfE to deliver Scotland's commitment to providing all learners with a rich learning experience throughout school education: Scotland could consider how the design of CfE can better help learners consolidate a common base of knowledge, skills and attitudes by the end of BGE, and nurture and hone this base for them to progress seamlessly through Senior Phase and the choices its offers.

: We will work with partners including teachers, parents, young people, academics, and all parts of the system to find the point of balance between breadth and depth, considering how this evolves through the learner journey from the broad general education towards more knowledge and discipline based courses in the senior phase. We will provide guidance which supports schools to develop an approach which will work in their context.

1.4. Continue building curricular capacity at various levels of the system using research By developing the environment of curriculum design support around schools, including in supporting exchange and collaboration between practitioners for curriculum design and experimentation within and across schools; and collaboration between schools and universities.

Ensure stable, purposeful and impactful stakeholder involvement with CfE System leaders at national and local levels could continue encouraging the involvement of stakeholders (and in particular, students) with CfE by better structuring each engagement initiative they offer, clarifying its purpose, designing it accordingly, and letting stakeholder input inform decision making.

The Children and Young People's Council will enhance and build on the Education Recovery Youth Panel.

3.2 Simplify policies and institutions for clarity and coherence To align the institutional structures with clear ownership of CfE, Scotland could explore assigning leadership and development responsibilities for curriculum (and perhaps assessment) to a specialist stand-alone agency; and consider refreshing the remit of an inspectorate of education regarding CfE.

Move the role of inspection out of Education Scotland in a way that maximizes impact and helps to balance the dual need for local flexibility of provision alongside national consistency in outcomes.

Consider replacing the SQA with a new, specialist agency responsible for both curriculum and assessment to ensure alignment in these functions.

This recommendation links to work currently underway to respond to recommendations made by Audit Scotland regarding BGE data and health and wellbeing, and we are considering with partners as to whether/how we can change what data we collect to better reflect the 4 capacities.

4.1 Adopt a structured and long-term approach to implementation Building on the system's existing strengths, Scotland should consider how to take on board the recommendations in this report as a coherent package rather than individual policy actions for the next steps.

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Curriculum for Excellence: Scottish Government response to OECD Review

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This is our response to an independent review into the Curriculum for Excellence by the Organisation for Economic Co-operation and Development (OECD). We commissioned the review in 2020 to help us better understand how the curriculum is being designed and implemented in school, and to identify areas for improvement.

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2015 OECD Recommendation of the Council on Gender Equality in Public Life

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The 2015 OECD Recommendation of the Council on Gender Equality in Public Life promotes a government-wide strategy for gender equality reform, sound mechanisms to ensure accountability and sustainability of gender initiatives, and tools and evidence to inform inclusive policy decisions.

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A comprehensive report on OECD activities in 2006-2007.