1. Welcome to Headteacher Briefing
Thursday 15th February

2. Agenda
Promoting international links- British Council: John Rolfe, British Council
EEF project trial – reading; Professor Clare Wood
Local developments – John Dexter, Education Director
Update - Nick Lee
- Ofsted
-SEND strategy

3. Promoting international links - British Council
John Rolfe, British Council.

4. British Council/Nottingham 15 February 2018

5. Bring the world into your classroom with the British Council…

6. How many languages are there in the world?
Between and 2500 (b – around 2,200)
About 100
Between 2000 and 2500
More than 400

7. 1) what is the most spoken language in the world (as a National Language) ?
a)Chinese
b) Spanish
c) English
d) Arabic
e) Hindi
中文啊！
Chinese! (a)

8. 2) How many European languages are there?
Less than 100
(c)

9. 3) What proportion of all the languages in the world are African languages?
1 in 3 (b)

10. 4) Which of the following is written from right to left?
Arabic (a)
Arabic
Japanese
Albanian
Hindi

11. 5) Which country has the largest number of Spanish native speakers?
Méjico
Mexico (c)
Spain
Colombia
Mexico
USA

12. 6) How many people in the world speak English?
Almost everyone
About 480 million
About 100 million
About 480 million (c)

13. 7) What’s the largest number of languages spoken in any one country?
836 in Papua New Guinea (a)
About 800
Between 400 and 600
About 200

14. Between 30 and 70 (b - actually around 50)
8) How many words do you think you could speak when you were 18 months old?
Between 30 and 70
(b - actually around 50)
About 20
Between 30 and 70
More than 100

15. By the time you were five years old, how many words could you speak?
About 1000
Between and 2500
More than 4000
Between and 2500 (b)

16. British Council
ENRICHED EDUCATION – Sustained collaboration between the UK and other countries on professional development, curricula, system reform and policy dialogues provides improved educational outcomes for young people. GLOBAL CITIZENSHIP INCREASED - Young people and educators demonstrate an increased capacity in the skills, understanding and outlook required to work in a global economy and contribute responsibly to society, locally and globally.

17. British Council and languages
As well as having a role in the teaching and learning of English all over the world, we develop friendly knowledge and understanding and bring an intercultural dimension to foreign language learning in the UK, through bringing in foreign language assistants and encouraging schools to make partnerships with schools overseas We believe that speaking another language is crucial to understanding another culture, and for long term growth and prosperity. So, no matter how many people around the world speak English, we still need to go to the effort of mastering foreign languages ourselves in the UK.
Languages for the Future
We want to promote lang learning as a key skill
And lang and intercultural at the heart of the curriculumj

18. Survey said…
78% can’t speak a foreign language 8% caused offence because they did not understand the local culture 18% ordered something without understanding the menu 17% spoke English is a foreign accent to make themselves understood….

19. British Council can… -student leadership and personal development
Help you find a partner school overseas and potential funding
Support you in developing a successful international partnership
Give you access to online resources and project spaces
Give you professional development opportunities (online & face-to-face)
Provide you with a language assistant
Support a range of skills through Connecting Classrooms:
-critical thinking and problem solving
-collaboration and communication
-creativity and imagination
-citizenship
-digital literacy
-student leadership and personal development

20. confident global citizen thirst for knowledge
creative
makes connections
questioning
communicates well
confident global citizen
thirst for knowledge
curious
generates ideas
Multi lingual
perseveres
listens and reflects
critical self-editing
skilled
shaper
literate
willing to have a go
thinks for themselves
shows initiative
gets on well with others
makes a difference
acts with integrity
self-esteem
‘can do’ attitude
learns from mistakes
independent
The Qualifications and Curriculum Development Agency - the government agency responsible for developing the curriculum in England - did some research and came up with these characteristics. And we - the British Council – tested these characteristics with educators in some of the countries in which we work.
So how do we help young people to develop these characteristics? How do we prepare them to become global citizens?
We believe that this is where partnerships between schools and school systems play an important role. 20 20

21. UK / German Connection funding and resources with Germany
A range of accessible resources and guidance on how to get started, examples of best practice, specific teaching ideas and classroom resources
resources/choose-resource
UK / German Connection funding and resources with Germany y

22. Why is this important?...
94% of UK teachers feel that schools should prepare students to deal with a fast changing and globalised world
80% of teachers agree that thinking about how teaching contributes to making the world a better place motivates them to stay in teaching
78% of students think it is important that schools help them understand what people can do to make the world a better place
93% of UK businesses think it is important for schools to help young people develop the ability to think globally
Knowledge and awareness of the wider world is more important to employers than A levels or class of degree
75% of UK businesses think we are in danger of being left behind by emerging countries unless young people learn to think more globally
(research by MORI / Think Global)

23. Resources
resources/list/year- dog-primary-teaching-resource resources/ragdoll-films Professional Development: development British Council International School Award: and-awards/International-School-Award eTwinning

24. Encourage cultural understanding and mutually empowering relationships
Over 75,000 schools across the globe are involved in British Council Schools Online
Framework for developing international work, increased motivation, an enriched curriculum, a whole school ethos with a broad and rich range of international work and positive PR-local / national media coverage
Recognition, celebration and development of staff and students supporting intercultural dialogue
Differences exist so we seek to develop understanding between people with diverse opinions, viewpoints and values
Schools and educators share a common vision in helping to better understand and protect the planet and our inter-dependencies and connections
Encourage cultural understanding and mutually empowering relationships
Examine values, attitudes and develop skills to combat prejudice and promote self esteem
Provide focus for learning; ‘there are no passengers on planet earth; we are all crew’
OFSTED-’social, moral, spiritual, cultural’ requirement and exploring British values

25. Modern Language Assistants
Language support in the classroom from native- speakers
Raises pupils’ motivation and enthusiasm and promotes intercultural understanding
French, Spanish, German, Italian, Chinese, Japanese
Assistants work hours per week in up to 3 schools
Apply through British Council
For more information, visit:
Primary pilot

26. Vocational education and training
Erasmus+ is for…
Higher education
Vocational education and training
Schools
Adult education
Youth
Sport

27. From 2014 to 2020, Erasmus+ will enable UK organisations to:
provide staff, young people and learners with the opportunity to study, train, gain work experience and volunteer abroad
take part in transnational partnerships between education, training and youth organisations.
Any organisation involved in education, training, youth and sport can get involved

28. confidence compassionate enterprising resilient curious principled
Country histories…
Different faiths and religions
Famous figures around the world
Climate change
Maths around the world
World music, art, drama and dance
World sculptures
World Dance
Rivers around the world
World flora and fauna
Where do our clothes come from?
Cultural
Physical
Scientific
Successful learner
Confident individual
Responsible citizen
THE LEARNING TREE-GLOBALLY MINDED STUDENTS
Research skills
Functional skills
Learning skills
Social skills
Thinking Skills
confidence
compassionate
enterprising
resilient
curious
principled

29. British Council Schools Online www.britishcouncil.org/schoolsonline

30. International School Award
‘embed the ethos of global activities into school life; develop links’ ‘giving recognition to the importance of developing internationalism and impetus for future development’ ‘to celebrate the different cultures and backgrounds of our school community’ ‘to widen our pupils understanding of the world and the opportunities for them to contribute towards a better, safer planet-to respect themselves and others’ ‘learning extended and greater awareness amongst governors and parents’ ‘the staff work together and enjoy the inclusion and variety of this work’ ‘it enables us to audit our existing activities and plan for development’ ‘one of the best things I’ve been involved in-inspiration from international colleagues’ ‘motivation of pupils towards MFL learning’ ‘commitment to develop international citizens; relationships with global neighbours’ ‘all schools should be doing this – a brilliant idea to enrich our school and wider community with some great innovative and creative teaching and learning’

31. John Rolfe john.rolfe@britishcouncil.org 07817 365805

32. EEF project trial reading: http://bit.ly/2Eo6zGh
Professor Clare Wood
EEF project trial reading:

33. Trial of Year 1 Literacy Resources
Based on previously successful trial of ABRACADABRA
20 Week programme of activities
Delivered by TAs in small groups (4x a week, 15 mins)
Positive impact on reading outcomes (PIRA)
Evidence of wider impact of training on other pupils’ progress
Scale Up trial starting September 2018
We are looking to recruit as many schools with Year 1 cohorts as poss.
Focus on Newcastle, Teeside, Manchester, East and West Midlands
if you are interested

35. Local Developments John Dexter

36. Congratulations and thank you
John Dexter
Director Education
Congratulations and thank you
Progress data
correspondence
Collegiate approach
Cooperation
partnership
Thank you
Understanding sectors and transition

37. Strategic view EIB Primary – TSA/NST/EIB Social mobility SIFF bids
Secondary heads
Primary heads
Special schools heads
SIFF bids
Conference – mad idea

38. Update
Nick Lee

39. SEND Strategy Update to heads February 2018
Reminder – earlier briefings and well attended consultation events for 5 year strategy requirement
Other consultation events have followed
Range of information collected to inform content – from consultations/data analysis/place planning activity…

40. Process
Autumn – Spring: Consultation completed with schools, governors, early years settings, post 16, children, young people and families
Draft strategy and high level action plan to be completed February 2018
Circulation of draft March/April 2018
Publication of final document by September 2018
Detailed operational action plan to be reviewed annually

41. Key areas identified through consultation and data analysis…
Strategic support – clarity re graduated approach and how this fits with HLN funding processes and statutory assessment processes
Transition - all phases
Specialist training and support to schools/settings
SEMH – earlier identification and evidence based intervention
More effective information sharing and support from all agencies
Extended continuum of provision from mainstream settings/focus provision/special school
Many positives identified but key areas for development will inform action planning
No particular order…
Similarities in requirements all groups

42. Action planning High level action plan will incorporate consultation
responses and current activity including :
On-going activity from implementation of SEND reforms
Exclusion project
Outcomes of place planning exercise to ensure sufficient specialist placements
Review of funding processes/graduated approach and EHC planning to minimise bureaucracy

43. Further information For further information contact: Alison Weaver
Janine Walker