UK- Near East & North Africa Contact Seminar Saturday 6 November 2010

The English Education System

New Government In May 2010 a new UK coalition government came into power, as a result of this the education system will be reformed. This presentation reflects the situation as it is currently, including some of the reforms already identified by the minister for education.

Key Facts 8.3 million pupils 25,300 schools PrimarySecondary % pupils eligible for free meals 16.9%14% % ethnic minorities 19.3%15.9% % first language other than English 11.6%9% average class size

Phases EstablishmentsAge Range Pre-School NurseriesUnder 5 Primary Schools5-11 Secondary Schools11-16 or (19) Sixth Form Colleges16-18 (19) Further Education CollegesOver 16 Special Schools3-18

Phases and Testing EstablishmentsKey Stage(s)Main Assessments Primary SchoolsFoundation Stage 1 2National Tests (11) Secondary Schools3434GCSE (16) Sixth Form Colleges5AS A2 GCSE – General Certificate of Secondary Education AS – first year of Advanced Level course A2 – second/final year of Advanced Level

The Foundation Stage Curriculum For children from birth to five years there are six areas of learning which all providers must address: Communication, language & Literacy Knowledge & Understanding of the World Physical Development Creative Development Personal, Social & Emotional Development Problem Solving, Reasoning & Numeracy

The Curriculum The curriculum in England is about to undergo reform- the following is the curriculum as it stands in Autumn The government has made a commitment to give schools more control over the curriculum and will produce recommendations in 2012.

The Curriculum CORE SUBJECTS English Mathematics Science

The Curriculum Art Geography History Music Design and Technology Information and Communications Technology Physical Education Religious Education Sex and Relationship Education Careers Education Citizenship

Curriculum 3: Key Stage 4 Students aged Compulsory subjects, e.g. Mathematics Entitlement subjects, e.g. Modern Foreign Language Options – examples: Business Studies Media Studies Dance Drama

The English school landscape One of the most devolved systems in the world Focuses on standards and well being Rigorous strands of accountability Workforce remodelling Collaboration and competition Importance of leadership

Key players Department for Education Local Authorities Schools and Governing Bodies

Different types of school Community Schoolsfunded through the Local Authorities Academies funded directly by the government Free Schoolsproposed by the government to be set up in response to parental request Private schoolsfunded by private individuals organisations, or educational trusts See:

Freedom and control A head teacher and senior leaders have freedom to determine the ethos and practice of their schools … but also full responsibility for the quality of education experienced by the young people in their care.

Freedom and control Schools are responsible for: learning and teaching appointment and management of all their staff the buildings and site including playing fields

Freedom and control A headteacher is accountable to a Governing Body that represents parents, the community and often the Local Authority There are national standards for headteachers New headteachers must be accredited by the National Professional Qualification for Headship

Every child matters be safe be healthy enjoy and achieve make a positive contribution to society (citizenship) economic well-being

UK Education Agenda in 21 st Century Every Child Mattersbringing together education, health and social services Inclusionchildren with disabilities and challenging behaviour to be educated in mainstream (ordinary) schools Personalisationtailoring education to individual pupil need, aptitude and interest Community Cohesionlocal, national and international Healthy Eatingfighting the trend towards obesity in young people

UK Education policy in 21 st Century Remodelling the workforceFewer normal class teachers – more specialist support staff Extended schoolsCollaborating with other local schools, full core offer

Future Education Policy from 2010 The expansion of academiesThe expansion of academies The introduction of free schoolsThe introduction of free schools set up by parents, universities, charities or other bodies Curriculum review – the required curriculum will beCurriculum review – the required curriculum will be reduced, giving schools more control ?

National College National body for developing leadership of schools and childrens services Office for Standards in Education Regulation and inspection of childcare, schools, colleges, children's services, teacher training and youth work Department for Education The government department for education and childrens services Specialist Schools and Academies Trust (SSAT) An independent, not-for-profit membership organisation which aims to raise standards in education. Creativity, Culture & Education org An independent not-for-profit organisation which seeks to bring creative learning practices into schools Teach First An independent not-for-profit organisation dedicated to improving teaching in challenging urban areas Some useful websites

Each country of the UK has its own department for education Scotlandwww.scotland.gov.uk/topics/education Wales Waleswww.wales.gov.uk/topics/educationandskills Northern Northern Ireland Ireland

Welcome & Introduction

Exploring Education Systems Vicky Gough, Advisor, Connecting Classrooms

Case Study Chris Williams, Lincoln Christs Hospital School

Cluster Displays All

Sunday 7 November

Identity and Intercultural communication

Identity In National Groups 1. 1.What in your upbringing has shaped you 2. 2.What characteristics do you most dislike 3. 3.What national food do you (would you) miss most when overseas 4. 4.What 3 characteristics do you associate with your national identity

Film clip danger_of_a_single_story.html

Intercultural communication

When I come to you I am a resource, when you come to me you are an honoured guest

Surface Level: Culture enacted and reinforced through visible codes, appearances, behaviours Respond to people and situations based on ways we have learned, the values, beliefs and assumptions that we hold. Middle Level: Here, culture is manifested through our Values – how we learnt to think things ought to be or people ought to behave especially in terms of qualities such as honesty, integrity and openness Beliefs – how we think things really are, what we think is really true and what we expect as likely consequences to our actions Deepest Level Here culture is manifested through our: Basic assumptions – our long learnt, automatic responses and established opinions We are almost always unaware of the nature of our basic assumptions but they are enacted through our behaviour and are usually rooted in our early family life and social context. Culture is shaped by our past and formed from a pattern of commonly held beliefs, attitudes, values and assumptions

How might cultural diversity affect your partnership ?

misinterpretation assumptions about each other different ideas of sharing concepts of self – what one has to give/self worth expectations of money and resources different teaching styles – group work/chalk and talk ways schools work respect for elders time issues – working day/ chores/leisure moral/religious differences greetings unwillingness to admit mistakes/problems traditions/family structures flexibility – give and take prejudice – including gender/special needs/sexual orientation

Punctuality

Handling of Problems

The Boss

Activity If these represent Germany and China, what would you draw for the UK and your country ? How might these affect joint school partnership work ? Are there others you would like to draw ? (eg role of parents in school…)

Map of Africa – pupil perception Sum up the perceptions of the Year 7 pupils Where did they probably get their information? How could the partnership help to challenge these views?

eLanguages – An Introduction

eLanguages A British Council website to help schools on Connecting Classrooms develop their partnerships jointly and online. You can: Register and use for free Create your own project pages Upload all your own classroom resources and view others Share with your partner schools Communicate via site or forums

The Basics 1.Connecting Classrooms in the Near East and North Africa has its own dedicated project space on eLanguages – 2.Each partnership has been set up with its own joint page for creative online collaboration 3.Each teacher has been given their own login and can upload and edit easily

The Benefits Share news stories and updates Share ideas and best practise Share student work and have visual engagement with your partners Build a lively online community Create a relevant & re-usable portfolio of work online BC staff support & help guides Best of all - no special IT skills needed!

What can I upload to eLanguages? Photos Presentations Worksheets & timetables Lesson plans Videos & podcasts Message forums Student polls News Stories & more….

Also worth knowing… Security – all pages private to members only Teachers get logins but students dont (but they can use yours with supervision) You can set up polls and forums can be used, but no VC available An excellent way to keep in touch and archive your communication

The Tools 1. 1.Edit Use this to edit your partnership page. Any member of your partnership with a logon can edit this and update your online work 2. Live Once you have uploaded work in edit mode, make sure you press the Live button! Or, all your hard work will be lost…

An example page – Brighton & Hove/Egypt

Any Questions?

Joint Curriculum Projects

What are the common features? joint – bilateral or trilateral mutually beneficial shared outcomes shared programme of activities clear, realistic, achievable embedded in the curriculum continuously evaluated Joint - bilateral or trilateral Mutually beneficial Shared outcomes Shared programme of activities Clear, realistic, achievable Embedded in the curriculum Continuously evaluated

An Example What projects were the pupils involved with? What curriculum areas? What skills could they develop through these activities? Would this work in your system?

Secrets of Success Clear aims and objectives Equity based approach Based on the strengths and needs of each school Embedded in school life Supported by senior management

Secrets of Success Planning (including a communication plan) Timing Roles Contingency Evaluation

Example project ideas and models

Introduction to 100 Words Vicky Gough

Stages of the project 1: Working creatively with your partner school 2: Introduction to drama 3: 10 word plays 4: Choosing a theme for your 100 word play 5: Writing a 100 word play 6: Rehearsal and performance 7: Filming a performance and uploading the video 8: Taking your 100 words project further

The pilot Issues/challenges Some student led/some teacher led Language students/Drama students/tutor group Sense of theatre Effect on students Confidence at speaking Team-working Motivation Self-esteem

The winner! Light in the Dark Lane Chittagong Cluster, Bangladesh

Connecting Classrooms 100 words How will schools partner up ? Which pupils will you involve ? What language will you do it in ? Will you choose a common theme for your cluster - or leave it up to them ?

Discussion and Partnership Planning

Monday 8 th November

Partnership Planning

Round up, questions and next steps