british council school strategy
DESCRIPTION
British Council Strategy for SchoolsNovember 17 2011 Manchester workshopTRANSCRIPT
Raising standards through
international links
School partnerships
Professional development
Accreditation & awards
Schools Online
Schools Online Quantitative
Qualitative(E.g. funded)
(Online/easy-access)
British Council Schools
Policy dialogue &
reform, benchmarkin
g
Exchanges & long term visits
British Council Schools
• ENRICHED EDUCATION – Sustained collaboration between the UK and other countries on professional development, curricula & systemic 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.
British Council Schools• Find a partner school
• Start a conversation
• Share your learning – resources, activities, project forums
• Gain recognition – International School Award
Join the new British Council Schools Online community and get regular newsletter updates of the International School Award and all other opportunities for schools. www.britishcouncil.org/schoolsonline
creative
makes connectionsquestioning
communicates well
confident global citizen
thirst for knowledge
curious
generates ideas
multilingual
perseveres
listens and reflects
critical self-editing
skilled shaper
literate
willing to have a go
thinks for themselves
shows initiative
gets on well with othersmakes a difference
acts with integrityself-esteem
‘can do’ attitude
learns from mistakes
independent
With thanks to QCDA
How to Build a Student for the 21st Century. TIME Magazine, December
18, 2006
“This is a story about…whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.”
21 century skills
• Core subjects, learning skills, collaboration, cooperation, communication, creativity, organisation, problem solving, digital literacy, self direction and social responsibility
• Languages Intercultural and knowledge are central
• English children are at a disadvantage in Europe – only 3 years of languages as compulsory – all other EU countries (except Ireland) 8-15 years
A great school partnership
All sounds great – but what about my A-Cs/ SATS / OfSTED ?
• Adds value to teaching and learning – see next slide
OfSTED 4 new key priorities
Achievement - real purpose for a real audienceQuality of teaching- opportunity to reflect on own practiceQuality of Leadership and Management- reflection,
benchmarking, bringing back good ideasBehaviour and Safety of pupils- teaching promotes “good
social and moral development”; pupils contributing to the school and wider community
We learn best when there is:• emotional engagement
• real purpose
• real audience
• active involvement
Towards “outstanding”A report by Owen Education for CfBT called, “To the next level: good schools becoming outstanding” has aimed to analyse the processes by which good schools move on to become outstanding. Issues examined in the research included:
the common features of leadership, organisation and culture which help good schools in their journey towards categorisation as outstanding by Ofsted;
the story of those schools which have moved to the next level and what are the obstacles facing those schools still on the journey
the kinds of support (including collaboration with other schools) that are most effective in achieving the transformation.
“A number of schools commented that a key feature of the journey from good to outstanding was the significant number of staff working on external agendas, sometimes linked to training-school status. These schools enjoyed partnerships with other schools and education providers; their staff were constantly bringing good ideas back into their classrooms from external sources. One head teacher described the outstanding school to be one which is, naturally and in all that it practises, ‘an outward-facing school’.”