quality standards framework: english language quality standards programme, british council

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ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME QUALITY STANDARDS FRAMEWORK www.britishcouncil.in July 2014 - June 2015

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ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME

QUALITY STANDARDS FRAMEWORK

www.britishcouncil.in

July 2014 - June 2015

Headline standards

Focus areas

Programme

design

Teachers and

teaching

Resources for

learning

Management

The Quality Standards Framework can be viewed on www.britishcouncil.org.in/english-quality-standards

Standards

1. Programmes of study are relevant to the age,

level and expressed needs of the students.

2. Reliable and valid assessment (including self-

assessment) is integrated into the programme.

3. Teachers are appropriately qualified and have

an appropriate language level for the teaching

of English.

4. Teachers have appropriate knowledge, skills

and awareness to plan and deliver classes

effectively in line with the programme of

study.

5. Teachers benefit from appropriate

professional development opportunities.

6. Appropriate materials and resources are in

use to meet the needs of the students in

reaching the objectives of the programme.

7. Class size and the layout of the classroom are

appropriate to the needs of the students and

the activities and outcomes planned for the

lesson.

8. Transparent and effective management

systems are in use to ensure provision is in

line with stated standards, and to review and

develop provision.

9. Relevant feedback is gathered systematically

and used to inform provision.

10. Actual provision matches advertised provision.

Foundation

The school

shows an

awareness of

the ways in

which their

provision

could be

developed.

Level 2

The school

demonstrates

an

understanding

of the

processes

needed to

develop their

provision.

Level 3

The school is

engaged with

the processes

of developing

excellence in

their provision.

Level 4

The school has

integrated

systems and

processes for

ensuring

excellence in

their provision.

The school

reaches the

standard

required for

membership of

the English

Language

Quality

Standards

Membership

Network.

Level 5

Provision is

exemplary and

provides

leadership to

the sector in

the setting of

standards.

1

Headline standards

Focus areas

Programme

design

Teachers and

teaching

Resources for

learning

Management

The Quality Standards Framework can be viewed on www.britishcouncil.org.in/english-quality-standards

Standards

1. Programmes of study are relevant to the age,

level and expressed needs of the students.

2. Reliable and valid assessment (including self-

assessment) is integrated into the programme.

3. Teachers are appropriately qualified and have

an appropriate language level for the teaching

of English.

4. Teachers have appropriate knowledge, skills

and awareness to plan and deliver classes

effectively in line with the programme of

study.

5. Teachers benefit from appropriate

professional development opportunities.

6. Appropriate materials and resources are in

use to meet the needs of the students in

reaching the objectives of the programme.

7. Class size and the layout of the classroom are

appropriate to the needs of the students and

the activities and outcomes planned for the

lesson.

8. Transparent and effective management

systems are in use to ensure provision is in

line with stated standards, and to review and

develop provision.

9. Relevant feedback is gathered systematically

and used to inform provision.

10. Actual provision matches advertised provision.

Foundation

The school

shows an

awareness of

the ways in

which their

provision

could be

developed.

Level 2

The school

demonstrates

an

understanding

of the

processes

needed to

develop their

provision.

Level 3

The school is

engaged with

the processes

of developing

excellence in

their provision.

Level 4

The school has

integrated

systems and

processes for

ensuring

excellence in

their provision.

The school

reaches the

standard

required for

membership of

the English

Language

Quality

Standards

Membership

Network.

Level 5

Provision is

exemplary and

provides

leadership to

the sector in

the setting of

standards.

1

The role of the reviewer is to assess the English language provision of the school on a typical working day.

Standards are assessed by the reviewers on the basis of evidence submitted in advance or presented or

collected during their visit to a school. Three types of evidence are used, and these are triangulated i.e. evidence

of one type is used to confirm or challenge evidence of another type in relation to a specific standard.

The three types of evidence are:

Ÿ documentary: evidence derived from the study of documents produced by the school to explain and support

their policies and procedures.

Ÿ interview: evidence provided by meetings with key members of management and teaching staff, with students,

and with parents.

Ÿ observation: evidence collected by observation of the school in action, primarily the observation of English

language classes.

For each standard the type of evidence which is taken into account is specified. On the basis of this evidence,

reviewers assess the provision as being at Foundation Level, Level Two, Level Three, Level Four, or Level Five in

relation to the standard.

Assessing standards

OVERVIEW

32

The detailed description within each standard is based on the following quality drivers:

Ÿ There are systems in place and in use.

Ÿ The systems are formalised and transparent.

Ÿ The systems are understood by students, teachers, management and other stakeholders.

Ÿ Responsibilities for the successful management and implementation of the systems are clearly defined.

Ÿ The learner is at the centre of provision and empowered to take responsibility for his or her own learning.

Ÿ Learner outcomes are defined in relation to the CEFR.

Ÿ Provision takes account of individual learners and not just groups of learners.

Ÿ Student satisfaction is the main determinant of success.

Ÿ Stakeholder satisfaction is a determinant of success.

Rationale underpinning the differentiation

between the levels of quality

The role of the reviewer is to assess the English language provision of the school on a typical working day.

Standards are assessed by the reviewers on the basis of evidence submitted in advance or presented or

collected during their visit to a school. Three types of evidence are used, and these are triangulated i.e. evidence

of one type is used to confirm or challenge evidence of another type in relation to a specific standard.

The three types of evidence are:

Ÿ documentary: evidence derived from the study of documents produced by the school to explain and support

their policies and procedures.

Ÿ interview: evidence provided by meetings with key members of management and teaching staff, with students,

and with parents.

Ÿ observation: evidence collected by observation of the school in action, primarily the observation of English

language classes.

For each standard the type of evidence which is taken into account is specified. On the basis of this evidence,

reviewers assess the provision as being at Foundation Level, Level Two, Level Three, Level Four, or Level Five in

relation to the standard.

Assessing standards

OVERVIEW

32

The detailed description within each standard is based on the following quality drivers:

Ÿ There are systems in place and in use.

Ÿ The systems are formalised and transparent.

Ÿ The systems are understood by students, teachers, management and other stakeholders.

Ÿ Responsibilities for the successful management and implementation of the systems are clearly defined.

Ÿ The learner is at the centre of provision and empowered to take responsibility for his or her own learning.

Ÿ Learner outcomes are defined in relation to the CEFR.

Ÿ Provision takes account of individual learners and not just groups of learners.

Ÿ Student satisfaction is the main determinant of success.

Ÿ Stakeholder satisfaction is a determinant of success.

Rationale underpinning the differentiation

between the levels of quality

The programmes of study consist of the learning outcomes which the students

should achieve (in relation to skills, knowledge, strategies, awarenesses) and the

learning opportunities (whole class sessions / individual or small group sessions /

self-access or guided learning) which the school makes available.

This standard describes expectations in the area of the design, content, delivery

mode and review of each programme of study. Essential features at Level Four

and above are that programmes demonstrate clear progression from level to

level, and that the learning outcomes which are to be achieved at each level are

clearly specified. Learning outcomes and the programme of study should be

based on a formal analysis of student needs, and take account of the age range,

interests, language ability and learning styles of students. There is a balanced

range of learning opportunities which includes the use of integrated digital

platforms. Outcomes are mapped against the Common European Framework of

Reference for Languages (CEFR). Teachers are using the programme

systematically to inform the content of their lessons and any in-class assessment

activities. See below for the full requirements.

Standard Programmes of study are relevant to the age, level and expressed needs of the students.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is an overall structure which shows a clear progression between the programmes of study at different levels. The learning outcomes which

are to be achieved at each level are clearly specified. At each level the learning outcomes and the programme of study are based on a formal

analysis of the needs of the students, and are adapted to their age, background, learning styles and proficiency levels. Learner outcomes, linked

to the CEFR, are clearly defined. The programme of study takes into account different learning styles within the student population and makes a

balanced range of learning opportunities available. Learning opportunities include use of integrated digital platforms. The programme is

formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the

content of any in-class assessment activities. Responsibility for the design and review of the programme of study is clearly defined. Reviews are

carried out on a regular basis. Feedback gathered formally from students demonstrates satisfaction with the programme of study.

Level Three There is an overall structure common to programmes of study at different levels. At each level the programme of study is based on the

perceived needs of the students, and takes account of their age, background, and proficiency level. Learner outcomes are defined. The

programme of study makes a range of learning opportunities available. The programme is publicly available. Teachers are generally using the

programme of study to inform the content of their lessons and the content of any in-class assessment activities. Reviews are carried out.

Feedback from students demonstrates satisfaction with the programme of study.

Level Two At each level the programme of study is based on the perceived needs of the students, and makes a range of learning opportunities available.

Teachers are generally using the programme of study to inform the content of their lessons and the content of any in-class assessment activities.

Reviews are carried out.

Foundation The structure of the programme of study may be provided by the coursebook only.

Standards in detail: PROGRAMME DESIGN 1. PROGRAMMES OF STUDY

54

Assessing the standard in relation to Programmes of study

Type of evidence

Documentary

Curriculum / syllabus objectives and intended learner

outcomes at each level (mapped against the CEFR).

Specification of content at each level linked to objectives

showing links to previous level.

Statement of the type of learning opportunities to be

provided at each level linked to specific objectives.

Guidance on ways of working with the syllabus to provide for

students with different learning styles / needs.

Evidence of student feedback / input into the syllabus.

Evidence of review and development of the syllabus.

Observation

Observation of classes to focus on the

match between syllabus specification and

what takes place in the classroom.

Lesson plan makes specific reference to

syllabus fit.

Availability and use of digital media.

Interview

Academic manager to explain the development

of the syllabus and procedures for evaluation

and review.

Teachers to clarify their understanding of the

present syllabus and its role.

Teachers to describe the guidance they receive

on syllabus matters and their input into review

and development.

Students to clarify their understanding of the

present syllabus and the objectives they are

working towards.

Students to clarify their input into review and

development.

Parents to clarify their understanding of the

current syllabus and the objectives their

children are working towards.

The programmes of study consist of the learning outcomes which the students

should achieve (in relation to skills, knowledge, strategies, awarenesses) and the

learning opportunities (whole class sessions / individual or small group sessions /

self-access or guided learning) which the school makes available.

This standard describes expectations in the area of the design, content, delivery

mode and review of each programme of study. Essential features at Level Four

and above are that programmes demonstrate clear progression from level to

level, and that the learning outcomes which are to be achieved at each level are

clearly specified. Learning outcomes and the programme of study should be

based on a formal analysis of student needs, and take account of the age range,

interests, language ability and learning styles of students. There is a balanced

range of learning opportunities which includes the use of integrated digital

platforms. Outcomes are mapped against the Common European Framework of

Reference for Languages (CEFR). Teachers are using the programme

systematically to inform the content of their lessons and any in-class assessment

activities. See below for the full requirements.

Standard Programmes of study are relevant to the age, level and expressed needs of the students.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is an overall structure which shows a clear progression between the programmes of study at different levels. The learning outcomes which

are to be achieved at each level are clearly specified. At each level the learning outcomes and the programme of study are based on a formal

analysis of the needs of the students, and are adapted to their age, background, learning styles and proficiency levels. Learner outcomes, linked

to the CEFR, are clearly defined. The programme of study takes into account different learning styles within the student population and makes a

balanced range of learning opportunities available. Learning opportunities include use of integrated digital platforms. The programme is

formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the

content of any in-class assessment activities. Responsibility for the design and review of the programme of study is clearly defined. Reviews are

carried out on a regular basis. Feedback gathered formally from students demonstrates satisfaction with the programme of study.

Level Three There is an overall structure common to programmes of study at different levels. At each level the programme of study is based on the

perceived needs of the students, and takes account of their age, background, and proficiency level. Learner outcomes are defined. The

programme of study makes a range of learning opportunities available. The programme is publicly available. Teachers are generally using the

programme of study to inform the content of their lessons and the content of any in-class assessment activities. Reviews are carried out.

Feedback from students demonstrates satisfaction with the programme of study.

Level Two At each level the programme of study is based on the perceived needs of the students, and makes a range of learning opportunities available.

Teachers are generally using the programme of study to inform the content of their lessons and the content of any in-class assessment activities.

Reviews are carried out.

Foundation The structure of the programme of study may be provided by the coursebook only.

Standards in detail: PROGRAMME DESIGN 1. PROGRAMMES OF STUDY

54

Assessing the standard in relation to Programmes of study

Type of evidence

Documentary

Curriculum / syllabus objectives and intended learner

outcomes at each level (mapped against the CEFR).

Specification of content at each level linked to objectives

showing links to previous level.

Statement of the type of learning opportunities to be

provided at each level linked to specific objectives.

Guidance on ways of working with the syllabus to provide for

students with different learning styles / needs.

Evidence of student feedback / input into the syllabus.

Evidence of review and development of the syllabus.

Observation

Observation of classes to focus on the

match between syllabus specification and

what takes place in the classroom.

Lesson plan makes specific reference to

syllabus fit.

Availability and use of digital media.

Interview

Academic manager to explain the development

of the syllabus and procedures for evaluation

and review.

Teachers to clarify their understanding of the

present syllabus and its role.

Teachers to describe the guidance they receive

on syllabus matters and their input into review

and development.

Students to clarify their understanding of the

present syllabus and the objectives they are

working towards.

Students to clarify their input into review and

development.

Parents to clarify their understanding of the

current syllabus and the objectives their

children are working towards.

This standard describes the requirement for students (and other stakeholders

such as parents / employers) to have access to reliable and valid information

about their progress, their level of achievement, and their strengths and

weaknesses. It does not stipulate how much progress students are expected to

make, nor does it stipulate the kind of assessment mechanisms that should be in

use. The standard stipulates that progress should be measured against the

Common European Framework of Reference for Languages (CEFR).

Essential features at Level Four and above are that student self-assessment is

encouraged and facilitated, regular feedback on student progress is provided

through a formalised system of continuous assessment by the teacher, and

formal assessment comprises a test that evaluates language proficiency in the

four skills plus lexical and grammatical knowledge. See below for the full

requirements.

Standard Reliable and valid assessment (including self-assessment) is integrated into the programme.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four Students are assessed formally at the beginning and end of their programme of study using reliable and valid tests. Their starting and end levels

are described in relation to the CEFR. They receive regular feedback on their progress and are informed of their strengths and weaknesses

during the programme of study. A guided programme of self-assessment is an integral part of the programme of study. Responsibility for the

design and review of the assessment systems is clearly defined. Reviews are carried out on a regular basis. Formal student feedback on the

assessment systems and student understanding of their progress demonstrates satisfaction.

Level Three Students are assessed at the beginning and end of their programme of study. They receive feedback on their progress. There are opportunities

for self-assessment. Responsibility for the design and review of the assessment systems is understood. Reviews are carried out. Student

feedback on the assessment systems and student understanding of their progress demonstrates satisfaction.

Level Two Students are assessed. They receive feedback on their progress. Responsibility for the design and review of the assessment systems is

understood. Reviews are carried out.

Foundation Assessment may be drawn from the coursebook only.

Standards in detail: PROGRAMME DESIGN 2. ASSESSMENT

76

Assessing the standard in relation to Assessment

Documentary

Initial and final tests.

Evidence of investigation of the reliability and validity of these

tests.

Evidence of the basis on which links to the CEFR are

established.

Evidence of feedback to students on strengths and

weaknesses.

Guidance to teachers on introducing and working with self-

assessment for students.

Organogram / job descriptions for people involved in

designing and reviewing tests and the overall assessment

system.

Student feedback in relation to assessment procedures.

ObservationInterview

Academic managers and / or teachers involved

in designing and reviewing tests and the overall

assessment system.

Teachers to establish their views of the

assessment system and the guidance and

support they receive – particularly in relation to

student self-assessment.

Students to establish their views of the

assessment system particularly in relation to

feedback on progress, and guidance on self-

assessment.

Parents to establish their views of the

assessment system particularly in relation to

feedback on progress.

Type of evidence

This standard describes the requirement for students (and other stakeholders

such as parents / employers) to have access to reliable and valid information

about their progress, their level of achievement, and their strengths and

weaknesses. It does not stipulate how much progress students are expected to

make, nor does it stipulate the kind of assessment mechanisms that should be in

use. The standard stipulates that progress should be measured against the

Common European Framework of Reference for Languages (CEFR).

Essential features at Level Four and above are that student self-assessment is

encouraged and facilitated, regular feedback on student progress is provided

through a formalised system of continuous assessment by the teacher, and

formal assessment comprises a test that evaluates language proficiency in the

four skills plus lexical and grammatical knowledge. See below for the full

requirements.

Standard Reliable and valid assessment (including self-assessment) is integrated into the programme.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four Students are assessed formally at the beginning and end of their programme of study using reliable and valid tests. Their starting and end levels

are described in relation to the CEFR. They receive regular feedback on their progress and are informed of their strengths and weaknesses

during the programme of study. A guided programme of self-assessment is an integral part of the programme of study. Responsibility for the

design and review of the assessment systems is clearly defined. Reviews are carried out on a regular basis. Formal student feedback on the

assessment systems and student understanding of their progress demonstrates satisfaction.

Level Three Students are assessed at the beginning and end of their programme of study. They receive feedback on their progress. There are opportunities

for self-assessment. Responsibility for the design and review of the assessment systems is understood. Reviews are carried out. Student

feedback on the assessment systems and student understanding of their progress demonstrates satisfaction.

Level Two Students are assessed. They receive feedback on their progress. Responsibility for the design and review of the assessment systems is

understood. Reviews are carried out.

Foundation Assessment may be drawn from the coursebook only.

Standards in detail: PROGRAMME DESIGN 2. ASSESSMENT

76

Assessing the standard in relation to Assessment

Documentary

Initial and final tests.

Evidence of investigation of the reliability and validity of these

tests.

Evidence of the basis on which links to the CEFR are

established.

Evidence of feedback to students on strengths and

weaknesses.

Guidance to teachers on introducing and working with self-

assessment for students.

Organogram / job descriptions for people involved in

designing and reviewing tests and the overall assessment

system.

Student feedback in relation to assessment procedures.

ObservationInterview

Academic managers and / or teachers involved

in designing and reviewing tests and the overall

assessment system.

Teachers to establish their views of the

assessment system and the guidance and

support they receive – particularly in relation to

student self-assessment.

Students to establish their views of the

assessment system particularly in relation to

feedback on progress, and guidance on self-

assessment.

Parents to establish their views of the

assessment system particularly in relation to

feedback on progress.

Type of evidence

Standards in detail: TEACHERS AND TEACHING

Standard

This standard does not specify particular qualifications beyond the requirement

that teachers have the equivalent of a first degree and the qualifications

stipulated by the Government of India.

http://mhrd.gov.in/sites/upload_files/mhrd/files/d.pdf

Essential features at Level Four and above are that institutions must produce and

adhere to a formal policy on recruitment and the qualification / language profile

they require of their teaching staff and that this profile should include the results

of a language proficiency test mapped against the CEFR. All teachers are

required to have C1 level. Institutions may choose to make use of the Aptis for

Teachers assessment tool in this respect. The school’s policy should outline an

operational and timebound plan for ensuring that all teachers receive training

specific to the teaching of English language. This should be part of the overall

teacher development programme and evaluated under standard 5.

See below for the full requirements.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four The requirements of the school in relation to teacher qualifications and language proficiency are laid out in a publicly available document. This

document is regularly reviewed. Responsibilities and procedures for recruitment are clearly defined. Only teachers with appropriate profiles are

recruited. The language proficiency of each teacher is formally assessed and mapped against the CEFR. The minimum language proficiency

requirement is C1. All teachers receive regular in-service training specific to the teaching of English language. Feedback gathered formally from

students demonstrates satisfaction with the professional profile of the teaching staff.

Level Three The requirements of the school in relation to teacher qualifications and language proficiency are formalised. Responsibilities and procedures for

recruitment are understood. Teachers with appropriate profiles are preferred. Feedback gathered from students demonstrates satisfaction with

the professional profile of the teaching staff.

Level Two The school has informal requirements in relation to teacher qualifications and language proficiency. Responsibilities and procedures for

recruitment are understood. Teachers with appropriate profiles are preferred.

Foundation Teachers with appropriate profiles are preferred.

3. TEACHER QUALIFICATIONS

Teachers are appropriately qualified and have an appropriate language level for the teaching of English.

98

Type of evidence

Assessing the standard in relation to Teacher qualifications

Documentary

Evidence that the qualifications of teachers employed have

been investigated and verified.

Publicity or other publicly available statement of policy

relating to qualifications and English language proficiency of

teachers.

Organogram and / or job description to identify who is

responsible for appointing teachers of English.

Statement of appointment procedures (including interview,

references etc).

List of current teachers of English with qualifications and

level of English (including details of the test/exam on which

this level is based).

Observation

Teachers demonstrate they have the

required language proficiency.

Interview

Principal / academic manager to confirm who is

responsible for teacher recruitment.

Person responsible to confirm appointment

procedures.

Teachers to confirm appointment procedures.

Teachers confirm they have the required profile.

Teachers demonstrate they have the required

language proficiency.

Standards in detail: TEACHERS AND TEACHING

Standard

This standard does not specify particular qualifications beyond the requirement

that teachers have the equivalent of a first degree and the qualifications

stipulated by the Government of India.

http://mhrd.gov.in/sites/upload_files/mhrd/files/d.pdf

Essential features at Level Four and above are that institutions must produce and

adhere to a formal policy on recruitment and the qualification / language profile

they require of their teaching staff and that this profile should include the results

of a language proficiency test mapped against the CEFR. All teachers are

required to have C1 level. Institutions may choose to make use of the Aptis for

Teachers assessment tool in this respect. The school’s policy should outline an

operational and timebound plan for ensuring that all teachers receive training

specific to the teaching of English language. This should be part of the overall

teacher development programme and evaluated under standard 5.

See below for the full requirements.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four The requirements of the school in relation to teacher qualifications and language proficiency are laid out in a publicly available document. This

document is regularly reviewed. Responsibilities and procedures for recruitment are clearly defined. Only teachers with appropriate profiles are

recruited. The language proficiency of each teacher is formally assessed and mapped against the CEFR. The minimum language proficiency

requirement is C1. All teachers receive regular in-service training specific to the teaching of English language. Feedback gathered formally from

students demonstrates satisfaction with the professional profile of the teaching staff.

Level Three The requirements of the school in relation to teacher qualifications and language proficiency are formalised. Responsibilities and procedures for

recruitment are understood. Teachers with appropriate profiles are preferred. Feedback gathered from students demonstrates satisfaction with

the professional profile of the teaching staff.

Level Two The school has informal requirements in relation to teacher qualifications and language proficiency. Responsibilities and procedures for

recruitment are understood. Teachers with appropriate profiles are preferred.

Foundation Teachers with appropriate profiles are preferred.

3. TEACHER QUALIFICATIONS

Teachers are appropriately qualified and have an appropriate language level for the teaching of English.

98

Type of evidence

Assessing the standard in relation to Teacher qualifications

Documentary

Evidence that the qualifications of teachers employed have

been investigated and verified.

Publicity or other publicly available statement of policy

relating to qualifications and English language proficiency of

teachers.

Organogram and / or job description to identify who is

responsible for appointing teachers of English.

Statement of appointment procedures (including interview,

references etc).

List of current teachers of English with qualifications and

level of English (including details of the test/exam on which

this level is based).

Observation

Teachers demonstrate they have the

required language proficiency.

Interview

Principal / academic manager to confirm who is

responsible for teacher recruitment.

Person responsible to confirm appointment

procedures.

Teachers to confirm appointment procedures.

Teachers confirm they have the required profile.

Teachers demonstrate they have the required

language proficiency.

Standard Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme of study.

Standards in detail: TEACHERS AND TEACHING 4. TEACHER PERFORMANCE

This standard focuses on classroom teaching and the way in which a teacher

conducts his / her class. This will be influenced by three areas: knowledge (of

language systems and structures, and of language teaching pedagogy); skills (in

planning and managing lessons effectively); awareness (of the needs of individual

students, and the ‘fit’ between specific activities and the needs of the students).

Essential features at Level Four and above are that students will be engaged in a

coherent sequence of activities which relate the programme of study to their

own individual learning needs. Appropriate models of language will be provided

and there will be consistent corrective feedback. There will be an increasing

emphasis on differentiation within the class to meet the needs of specific types

of students. All students will be given the opportunity to participate actively in a

variety of interactions.

See below for the full requirements.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four Classes have a clear focus, related to the programme of study. There is a coherent sequence of activities. This provides the opportunity for all

students to participate actively in the class and to take part in a balanced range of appropriate interactions. There is differentiation within the

lesson to address the needs of specific types of students, especially with regard to linguistic diversity. Teachers make use of appropriate

materials and classroom resources (including digital), and employ a range of appropriate techniques. Teachers are responsive to the group and

individuals to ensure a positive learning atmosphere. They provide appropriate models of both spoken and written English and provide

appropriate corrective feedback. Teachers check progress against lesson outcomes. Formal feedback from students and academic managers

shows that they are satisfied with the way in which teachers conduct their classes.

Level Three Classes have a focus, generally related to the programme of study. There is a sequence of activities. This provides the opportunity for students

to participate in the class and to take part in a range of interactions. Teachers employ appropriate techniques. Teachers are generally

responsive to the group and individuals to ensure a positive learning atmosphere. They generally provide appropriate models of both spoken

and written English and attempt corrective feedback. Feedback from students and academic managers shows that they are satisfied with the way

in which teachers conduct their classes.

Level Two The content of the lesson generally relates to the programme of study. There is a range of activities which encourage students to participate in

the lesson. Teachers employ techniques designed to promote language learning. Teachers are largely successful in providing appropriate

models of both spoken and written English and make some attempts to provide corrective feedback.

Foundation The content and delivery of the lesson may be largely informed by the coursebook only.

1110

Type of evidence

Assessing the standard in relation to Teacher performance

Documentary

Lesson plans to review lesson aims, the fit with the syllabus

and work covered previously, the range of activities, the

materials and resources selected, the extent of

differentiation to meet the needs of students with specific

needs / learning styles.

Observation

Teachers have classroom management skills

to set up activities and engage students.

Teachers set up appropriate interactions

with and among students. Teachers adapt

the layout of the classroom to suit the

activities undertaken.

Teachers use a range of techniques

appropriate to the aims of the lesson and the

age, level, and needs of the students.

Teachers make effective use of print and

digital resources, taking into account

different learning styles and linguistic

diversity where appropriate.

Teachers provide appropriate models of

written and / or spoken English.

Teachers provide effective corrective

feedback.

Teachers check progress against lesson

outcomes.

Interview

Students to establish their satisfaction with the

content and conduct of the classes.

Students to establish if and how their feedback

on the teaching is sought.

Parents to establish any feedback from their

children about teacher performance.

Standard Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme of study.

Standards in detail: TEACHERS AND TEACHING 4. TEACHER PERFORMANCE

This standard focuses on classroom teaching and the way in which a teacher

conducts his / her class. This will be influenced by three areas: knowledge (of

language systems and structures, and of language teaching pedagogy); skills (in

planning and managing lessons effectively); awareness (of the needs of individual

students, and the ‘fit’ between specific activities and the needs of the students).

Essential features at Level Four and above are that students will be engaged in a

coherent sequence of activities which relate the programme of study to their

own individual learning needs. Appropriate models of language will be provided

and there will be consistent corrective feedback. There will be an increasing

emphasis on differentiation within the class to meet the needs of specific types

of students. All students will be given the opportunity to participate actively in a

variety of interactions.

See below for the full requirements.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four Classes have a clear focus, related to the programme of study. There is a coherent sequence of activities. This provides the opportunity for all

students to participate actively in the class and to take part in a balanced range of appropriate interactions. There is differentiation within the

lesson to address the needs of specific types of students, especially with regard to linguistic diversity. Teachers make use of appropriate

materials and classroom resources (including digital), and employ a range of appropriate techniques. Teachers are responsive to the group and

individuals to ensure a positive learning atmosphere. They provide appropriate models of both spoken and written English and provide

appropriate corrective feedback. Teachers check progress against lesson outcomes. Formal feedback from students and academic managers

shows that they are satisfied with the way in which teachers conduct their classes.

Level Three Classes have a focus, generally related to the programme of study. There is a sequence of activities. This provides the opportunity for students

to participate in the class and to take part in a range of interactions. Teachers employ appropriate techniques. Teachers are generally

responsive to the group and individuals to ensure a positive learning atmosphere. They generally provide appropriate models of both spoken

and written English and attempt corrective feedback. Feedback from students and academic managers shows that they are satisfied with the way

in which teachers conduct their classes.

Level Two The content of the lesson generally relates to the programme of study. There is a range of activities which encourage students to participate in

the lesson. Teachers employ techniques designed to promote language learning. Teachers are largely successful in providing appropriate

models of both spoken and written English and make some attempts to provide corrective feedback.

Foundation The content and delivery of the lesson may be largely informed by the coursebook only.

1110

Type of evidence

Assessing the standard in relation to Teacher performance

Documentary

Lesson plans to review lesson aims, the fit with the syllabus

and work covered previously, the range of activities, the

materials and resources selected, the extent of

differentiation to meet the needs of students with specific

needs / learning styles.

Observation

Teachers have classroom management skills

to set up activities and engage students.

Teachers set up appropriate interactions

with and among students. Teachers adapt

the layout of the classroom to suit the

activities undertaken.

Teachers use a range of techniques

appropriate to the aims of the lesson and the

age, level, and needs of the students.

Teachers make effective use of print and

digital resources, taking into account

different learning styles and linguistic

diversity where appropriate.

Teachers provide appropriate models of

written and / or spoken English.

Teachers provide effective corrective

feedback.

Teachers check progress against lesson

outcomes.

Interview

Students to establish their satisfaction with the

content and conduct of the classes.

Students to establish if and how their feedback

on the teaching is sought.

Parents to establish any feedback from their

children about teacher performance.

Standard Teachers benefit from appropriate professional development opportunities.

This standard describes how a school supports its ELT staff in their professional

development. It does not stipulate what kind of teacher development

opportunities should be supported but these should be selected according to

the extent to which they will impact positively on learner outcomes. The choice

of development opportunity should be agreed by the beneficiaries and be

informed by the India-specific Continuing Professional Development Framework.

http://www.britishcouncil.in/sites/britishcouncil.in2/files/cpd_f

ramework_brochure_-_for_internet_and_email.pdf

Essential features at Level Four and above are that the policy to promote

professional development will be publicly available, and activities will be mapped

against the CPD framework for India. The management of professional

development will be clearly defined and the programme will be regularly

reviewed and evaluated. See below for the full requirements.

Standards in detail: TEACHERS AND TEACHING 5. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is a formal, publicly available policy document for professional development that will help ELT teachers to assist their students in reaching

their learning objectives. Systems are in use for delivering an agreed, relevant and coherent programme of continuing professional development

for all ELT staff, mapped against the India specific CPD framework. Responsibilities for the implementation of this programme are clearly defined.

The policy and the programme are reviewed regularly. Formal feedback gathered on the CPD programme from teachers demonstrates

satisfaction.

Level Three There is a formal policy document for the professional development of ELT teachers. Systems are in place for delivering a programme of

continuing professional development for all ELT staff. Responsibilities for the implementation of this programme are understood. The policy and

the programme are reviewed. Feedback gathered on the professional development programme from teachers demonstrates satisfaction.

Level Two The school supports professional development opportunities for teachers in response to specific requests.

Foundation The school is aware of the importance of supporting teaching staff in their professional development.

1312

Assessing the standard in relation to Professional development opportunities for teachers

Type of evidence

Documentary

Publicity or other documentation to establish information

publicly available (within and outside the school) about

professional development opportunities for teachers.

Plan for professional development for teachers in the current

school year. Organogram / job descriptions for people

involved in designing and reviewing professional

development plan.

Evidence of review of previous plans and of ways in which

they have been refined / developed.

Evidence of feedback from teachers on the professional

development programme.

ObservationInterview

Academic managers and / or teachers involved

in designing and reviewing professional

development plans.

Teachers to establish their views of the

professional development opportunities

provided.

Students to establish their views on the impact

of the development opportunities undertaken

by their teachers.

Standard Teachers benefit from appropriate professional development opportunities.

This standard describes how a school supports its ELT staff in their professional

development. It does not stipulate what kind of teacher development

opportunities should be supported but these should be selected according to

the extent to which they will impact positively on learner outcomes. The choice

of development opportunity should be agreed by the beneficiaries and be

informed by the India-specific Continuing Professional Development Framework.

http://www.britishcouncil.in/sites/britishcouncil.in2/files/cpd_f

ramework_brochure_-_for_internet_and_email.pdf

Essential features at Level Four and above are that the policy to promote

professional development will be publicly available, and activities will be mapped

against the CPD framework for India. The management of professional

development will be clearly defined and the programme will be regularly

reviewed and evaluated. See below for the full requirements.

Standards in detail: TEACHERS AND TEACHING 5. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is a formal, publicly available policy document for professional development that will help ELT teachers to assist their students in reaching

their learning objectives. Systems are in use for delivering an agreed, relevant and coherent programme of continuing professional development

for all ELT staff, mapped against the India specific CPD framework. Responsibilities for the implementation of this programme are clearly defined.

The policy and the programme are reviewed regularly. Formal feedback gathered on the CPD programme from teachers demonstrates

satisfaction.

Level Three There is a formal policy document for the professional development of ELT teachers. Systems are in place for delivering a programme of

continuing professional development for all ELT staff. Responsibilities for the implementation of this programme are understood. The policy and

the programme are reviewed. Feedback gathered on the professional development programme from teachers demonstrates satisfaction.

Level Two The school supports professional development opportunities for teachers in response to specific requests.

Foundation The school is aware of the importance of supporting teaching staff in their professional development.

1312

Assessing the standard in relation to Professional development opportunities for teachers

Type of evidence

Documentary

Publicity or other documentation to establish information

publicly available (within and outside the school) about

professional development opportunities for teachers.

Plan for professional development for teachers in the current

school year. Organogram / job descriptions for people

involved in designing and reviewing professional

development plan.

Evidence of review of previous plans and of ways in which

they have been refined / developed.

Evidence of feedback from teachers on the professional

development programme.

ObservationInterview

Academic managers and / or teachers involved

in designing and reviewing professional

development plans.

Teachers to establish their views of the

professional development opportunities

provided.

Students to establish their views on the impact

of the development opportunities undertaken

by their teachers.

Standard Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is a formal process for identifying appropriate materials and resources (including digital resources) to help students reach the learning

outcomes specified by each programme of study. This is reviewed regularly. The responsibilities for the selection of materials/resources are

clearly defined. The match between learner needs and the materials / resources in use is formally monitored and new or additional materials /

resources are acquired as needed. Students have easy access to materials and resources both in and out of the classroom. Feedback gathered

formally from students demonstrates satisfaction with the materials and resources.

Level Three There is a process for identifying appropriate materials and resources (including digital resources). This is reviewed. The responsibilities for the

selection of materials/resources are understood. Students have access to materials and resources both in and out of the classroom. Feedback

gathered from students demonstrates satisfaction with the materials and resources.

Level Two Generally appropriate materials and resources are available and in use.

Foundation Materials and resources are available and in use.

This standard describes the selection and use of materials and resources to

support learning. The standard does not stipulate the materials and resources to

be used or the rationale that underpins their exploitation. However, they should

be relevant to the aims, age range, interests, language ability, and learning styles

of students.

Essential features at Level Four and above are that materials and activity types

are selected according to the stated learning outcomes for each learner, for

each programme of study. Normally this would mean that materials are up-to-

date and varied, input and practice are provided using a variety of teaching

technologies, and classroom activities are learner-centred, with many being

learner-led. Digital resources will be available and, where appropriate, in use.

See below for the full requirements.

6. MATERIALS AND RESOURCES

Standards in detail: RESOURCES FOR LEARNING

1514

Type of evidence

Assessing the standard in relation to Materials and resources

Documentary

Academic documentation to see evidence of the basis on

which materials and resources are selected.

Academic documentation to see evidence of the basis on

which materials and resources are reviewed and updated,

linked to feedback on their use.

Inventory of resources and materials available in the school.

Observation

Classroom observation of materials /

resources in use.

Checking of materials / resources available

in the school.

Interview

Academic manager in charge of selecting,

reviewing, and updating resources.

Students to establish if and how their feedback

on materials and resources is sought.

Teachers to give views on appropriacy and

availability of materials.

Parents to establish any feedback from their

children about materials and resources.

Standard Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is a formal process for identifying appropriate materials and resources (including digital resources) to help students reach the learning

outcomes specified by each programme of study. This is reviewed regularly. The responsibilities for the selection of materials/resources are

clearly defined. The match between learner needs and the materials / resources in use is formally monitored and new or additional materials /

resources are acquired as needed. Students have easy access to materials and resources both in and out of the classroom. Feedback gathered

formally from students demonstrates satisfaction with the materials and resources.

Level Three There is a process for identifying appropriate materials and resources (including digital resources). This is reviewed. The responsibilities for the

selection of materials/resources are understood. Students have access to materials and resources both in and out of the classroom. Feedback

gathered from students demonstrates satisfaction with the materials and resources.

Level Two Generally appropriate materials and resources are available and in use.

Foundation Materials and resources are available and in use.

This standard describes the selection and use of materials and resources to

support learning. The standard does not stipulate the materials and resources to

be used or the rationale that underpins their exploitation. However, they should

be relevant to the aims, age range, interests, language ability, and learning styles

of students.

Essential features at Level Four and above are that materials and activity types

are selected according to the stated learning outcomes for each learner, for

each programme of study. Normally this would mean that materials are up-to-

date and varied, input and practice are provided using a variety of teaching

technologies, and classroom activities are learner-centred, with many being

learner-led. Digital resources will be available and, where appropriate, in use.

See below for the full requirements.

6. MATERIALS AND RESOURCES

Standards in detail: RESOURCES FOR LEARNING

1514

Type of evidence

Assessing the standard in relation to Materials and resources

Documentary

Academic documentation to see evidence of the basis on

which materials and resources are selected.

Academic documentation to see evidence of the basis on

which materials and resources are reviewed and updated,

linked to feedback on their use.

Inventory of resources and materials available in the school.

Observation

Classroom observation of materials /

resources in use.

Checking of materials / resources available

in the school.

Interview

Academic manager in charge of selecting,

reviewing, and updating resources.

Students to establish if and how their feedback

on materials and resources is sought.

Teachers to give views on appropriacy and

availability of materials.

Parents to establish any feedback from their

children about materials and resources.

Standard Class size and the layout of the classroom are appropriate to the needs of the students and the activities and outcomes

planned for the lesson.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four A publicly available document sets out the school policy on class size and classroom layout. The number of students in the class and the way the

classroom is laid out are determined by the lesson content and outcomes. The layout takes into account any specific needs of individual

learners. The rooms provide space for flexibility of layout and easy teacher circulation. Feedback gathered formally from students demonstrates

satisfaction with the class size and classroom layout.

Level Three The number of students in the class and the way the classroom is laid out are generally determined by the lesson content and outcomes. The

layout takes into account any specific needs of individual learners on request. The rooms provide space for flexibility of layout. Feedback

gathered from students demonstrates satisfaction with the class size and classroom layout.

Level Two The number of students in the class and classroom layout are generally appropriate, in relation to the size of the room.

Foundation Class size is appropriate where physical and logistical constraints allow.

This standard describes expectations in the area of class size and classroom

layout. The standard does not stipulate an optimum class size, although

institutions may wish to publish such a number in their advertising, making

reference to norms laid down by the Government of India or relevant

examination boards:

http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI_Model_

Rules.pdf

http://www.cbse-international.com/cbse-

iportal/documents/static-doc/handbook.pdf

Essential features at Level Four and above are that appropriate class size and

layout are related to the type of learning opportunity provided, the activities

being undertaken and the outcomes of the lesson. Students should have

adequate space to work. If the lesson includes group work or pair work there

should be space for the teacher to move between students to monitor their

work. If audio-visual equipment is being used the students should be positioned

so as to engage with this kind of input. In plenary, students should be positioned

so as to engage with teacher input and input from other students.

See below for the full requirements.

Standards in detail: RESOURCES FOR LEARNING 7. CLASS SIZE AND THE LAYOUT OF THE CLASSROOM

1716

Assessing the standard in relation to Class size and the layout of the classroom

Type of evidence

Documentary

Publicity and associated documentation to establish

information given in advance about class size / layout of the

classroom.

Academic policy documentation to see evidence of the basis

on which class size is set.

Academic documentation to see any guidance given to

teachers about adapting the layout of the classroom for

different activities.

Observation

Classroom observation to evaluate the size

of the class in relation to the size of the

classroom.

Classroom observation to evaluate the ease

of adapting the layout of the classroom for

different activities.

Interview

Students to establish if and how their feedback

on the class size / layout of the classroom is

sought.

Teachers to establish if and how their feedback

on the class size / layout of the classroom is

sought.

Teachers to establish if any guidance is given to

them about adapting the layout of the classroom

for different activities.

Parents to establish any feedback from their

children about class size.

Standard Class size and the layout of the classroom are appropriate to the needs of the students and the activities and outcomes

planned for the lesson.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four A publicly available document sets out the school policy on class size and classroom layout. The number of students in the class and the way the

classroom is laid out are determined by the lesson content and outcomes. The layout takes into account any specific needs of individual

learners. The rooms provide space for flexibility of layout and easy teacher circulation. Feedback gathered formally from students demonstrates

satisfaction with the class size and classroom layout.

Level Three The number of students in the class and the way the classroom is laid out are generally determined by the lesson content and outcomes. The

layout takes into account any specific needs of individual learners on request. The rooms provide space for flexibility of layout. Feedback

gathered from students demonstrates satisfaction with the class size and classroom layout.

Level Two The number of students in the class and classroom layout are generally appropriate, in relation to the size of the room.

Foundation Class size is appropriate where physical and logistical constraints allow.

This standard describes expectations in the area of class size and classroom

layout. The standard does not stipulate an optimum class size, although

institutions may wish to publish such a number in their advertising, making

reference to norms laid down by the Government of India or relevant

examination boards:

http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI_Model_

Rules.pdf

http://www.cbse-international.com/cbse-

iportal/documents/static-doc/handbook.pdf

Essential features at Level Four and above are that appropriate class size and

layout are related to the type of learning opportunity provided, the activities

being undertaken and the outcomes of the lesson. Students should have

adequate space to work. If the lesson includes group work or pair work there

should be space for the teacher to move between students to monitor their

work. If audio-visual equipment is being used the students should be positioned

so as to engage with this kind of input. In plenary, students should be positioned

so as to engage with teacher input and input from other students.

See below for the full requirements.

Standards in detail: RESOURCES FOR LEARNING 7. CLASS SIZE AND THE LAYOUT OF THE CLASSROOM

1716

Assessing the standard in relation to Class size and the layout of the classroom

Type of evidence

Documentary

Publicity and associated documentation to establish

information given in advance about class size / layout of the

classroom.

Academic policy documentation to see evidence of the basis

on which class size is set.

Academic documentation to see any guidance given to

teachers about adapting the layout of the classroom for

different activities.

Observation

Classroom observation to evaluate the size

of the class in relation to the size of the

classroom.

Classroom observation to evaluate the ease

of adapting the layout of the classroom for

different activities.

Interview

Students to establish if and how their feedback

on the class size / layout of the classroom is

sought.

Teachers to establish if and how their feedback

on the class size / layout of the classroom is

sought.

Teachers to establish if any guidance is given to

them about adapting the layout of the classroom

for different activities.

Parents to establish any feedback from their

children about class size.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is an explicit rationale for the management systems in use to ensure provision is in line with all the standards of the QSF, and to review and

develop provision. Responsibilities are clearly defined. The systems are reviewed regularly. Formal feedback gathered from students, teachers

and other stakeholders demonstrates management systems are effective.

Level Three There are management systems in place that relate to the QSF. Responsibilities for the implementation of these systems are understood. The

systems are reviewed. Feedback gathered from students, teachers and other stakeholders demonstrates management systems are adequate.

Level Two Management systems are in place that take into account the need to deliver quality programmes of study. Responsibilities are generally

understood.

Foundation Management systems are in place. Responsibilities are generally understood.

StandardTransparent and effective management systems are in use to ensure provision is in line with stated standards, and to review

and develop provision.

This standard describes expectations connected to systems of management.

These areas relate only to the standards of the Framework. They do not stipulate

what kind of systems should be in use but at Level Four and above there must be

an explicit rationale for the systems, and evidence that they are effective.

See below for the full requirements.

Standards in detail: MANAGEMENT8. MANAGEMENT SYSTEMS

1918

Type of evidence

Documentary

Organogram for managers involved in the ELT provision.

Job descriptions for managers involved in the ELT provision.

Rationale for the current management structure.

Observation

Communication among managers and

between managers and teachers /

students.

Interview

Managers involved in the ELT provision to clarify

their role and communication with their

colleagues and line managers.

Students to establish their view of the effective

working of the school.

Teachers to establish their view of the effective

working of the school.

Parents to establish their view of the effective

working of the school.

Assessing the standard in relation to Management systems

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There is an explicit rationale for the management systems in use to ensure provision is in line with all the standards of the QSF, and to review and

develop provision. Responsibilities are clearly defined. The systems are reviewed regularly. Formal feedback gathered from students, teachers

and other stakeholders demonstrates management systems are effective.

Level Three There are management systems in place that relate to the QSF. Responsibilities for the implementation of these systems are understood. The

systems are reviewed. Feedback gathered from students, teachers and other stakeholders demonstrates management systems are adequate.

Level Two Management systems are in place that take into account the need to deliver quality programmes of study. Responsibilities are generally

understood.

Foundation Management systems are in place. Responsibilities are generally understood.

StandardTransparent and effective management systems are in use to ensure provision is in line with stated standards, and to review

and develop provision.

This standard describes expectations connected to systems of management.

These areas relate only to the standards of the Framework. They do not stipulate

what kind of systems should be in use but at Level Four and above there must be

an explicit rationale for the systems, and evidence that they are effective.

See below for the full requirements.

Standards in detail: MANAGEMENT8. MANAGEMENT SYSTEMS

1918

Type of evidence

Documentary

Organogram for managers involved in the ELT provision.

Job descriptions for managers involved in the ELT provision.

Rationale for the current management structure.

Observation

Communication among managers and

between managers and teachers /

students.

Interview

Managers involved in the ELT provision to clarify

their role and communication with their

colleagues and line managers.

Students to establish their view of the effective

working of the school.

Teachers to establish their view of the effective

working of the school.

Parents to establish their view of the effective

working of the school.

Assessing the standard in relation to Management systems

Standard Relevant feedback is gathered systematically and used to inform provision.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There are transparent, formalised systems in use for gathering, analysing and acting upon regular valid feedback from students and a range of

other stakeholders. A formalised rationale is available to explain the method(s) adopted for the collection and analysis of the feedback.

Responsibilities are clearly defined. The systems are reviewed regularly. Feedback is publicly available. Feedback is used to inform a timebound

action plan which covers the following areas: programmes of study; measuring language progress; teacher profiles, teacher performance;

professional development opportunities for teachers; materials and resources; class size and classroom layout; the management of the English

programme. Responsibility for the gathering of feedback and for subsequent action is clearly defined. The procedures are reviewed regularly.

Level Three There are systems in place for gathering, analysing and acting upon feedback from students and a range of other stakeholders. Responsibilities

are understood. The systems are reviewed. Feedback is used to inform an action plan which covers some of the following areas: programmes of

study; measuring language progress; teacher performance, professional development opportunities for teachers; materials and resources; class

size and classroom layout; the management of the English programme. Responsibility for the gathering of feedback and for subsequent action is

understood. The procedures are reviewed.

Level Two Student feedback is sought and may be acted upon.

Foundation Any student feedback is taken note of.

This standard describes the way feedback is gathered and analysed to inform

provision. Gathering feedback is a fundamental part of ensuring quality. The

results of feedback provide information about the success of a programme of

study and determine improvements to be made to an institution’s offer. This

standard does not conflict with a school’s leadership role within the community –

providing direction to students and parents about the nature and role of their

English language education programmes.

Essential features at Level Four and above are that there is an explicit rationale

which explains the method adopted to gather and analyse feedback, and that

this feedback must relate to certain required areas. The required areas are:

programmes of study; measuring language progress; teacher profiles, teacher

performance, professional development opportunities for teachers; materials

and resources; class size and layout; the management of the English programme.

Feedback should involve representative samples of the whole student

population, and other stakeholders, and must inform an action plan to deal with

issues arising.

See below for the full requirements.

Standards in detail: MANAGEMENT 9. QUALITY ASSURANCE: FEEDBACK AND ACTION

2120

Type of evidence

Documentary

Organogram / job descriptions for people involved in

designing and reviewing the collection and analysis of

feedback.

Rationale explaining the methods adopted for the collection

and analysis of feedback.

Samples of feedback from students and other stakeholders.

Analyses of feedback.

Organogram / job descriptions for people involved in

designing and reviewing action plans based on feedback.

Action plan for following up issues identified through

feedback. Policy document on dealing with and acting on

complaints.

Organogram / job descriptions for people involved in

designing and reviewing policy on dealing with and acting on

complaints.

ObservationInterview

People involved in designing and reviewing the

collection and analysis of feedback.

People involved in designing and reviewing

action plans based on feedback.

People involved in designing and reviewing

policy on dealing with and acting on

complaints.

Students to establish their satisfaction with

opportunities to provide feedback.

Teacher to establish their satisfaction with

opportunities to provide feedback.

Parents to establish their satisfaction with

opportunities to provide feedback.

Assessing the standard in relation to Quality assurance: feedback and action

Standard Relevant feedback is gathered systematically and used to inform provision.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four There are transparent, formalised systems in use for gathering, analysing and acting upon regular valid feedback from students and a range of

other stakeholders. A formalised rationale is available to explain the method(s) adopted for the collection and analysis of the feedback.

Responsibilities are clearly defined. The systems are reviewed regularly. Feedback is publicly available. Feedback is used to inform a timebound

action plan which covers the following areas: programmes of study; measuring language progress; teacher profiles, teacher performance;

professional development opportunities for teachers; materials and resources; class size and classroom layout; the management of the English

programme. Responsibility for the gathering of feedback and for subsequent action is clearly defined. The procedures are reviewed regularly.

Level Three There are systems in place for gathering, analysing and acting upon feedback from students and a range of other stakeholders. Responsibilities

are understood. The systems are reviewed. Feedback is used to inform an action plan which covers some of the following areas: programmes of

study; measuring language progress; teacher performance, professional development opportunities for teachers; materials and resources; class

size and classroom layout; the management of the English programme. Responsibility for the gathering of feedback and for subsequent action is

understood. The procedures are reviewed.

Level Two Student feedback is sought and may be acted upon.

Foundation Any student feedback is taken note of.

This standard describes the way feedback is gathered and analysed to inform

provision. Gathering feedback is a fundamental part of ensuring quality. The

results of feedback provide information about the success of a programme of

study and determine improvements to be made to an institution’s offer. This

standard does not conflict with a school’s leadership role within the community –

providing direction to students and parents about the nature and role of their

English language education programmes.

Essential features at Level Four and above are that there is an explicit rationale

which explains the method adopted to gather and analyse feedback, and that

this feedback must relate to certain required areas. The required areas are:

programmes of study; measuring language progress; teacher profiles, teacher

performance, professional development opportunities for teachers; materials

and resources; class size and layout; the management of the English programme.

Feedback should involve representative samples of the whole student

population, and other stakeholders, and must inform an action plan to deal with

issues arising.

See below for the full requirements.

Standards in detail: MANAGEMENT 9. QUALITY ASSURANCE: FEEDBACK AND ACTION

2120

Type of evidence

Documentary

Organogram / job descriptions for people involved in

designing and reviewing the collection and analysis of

feedback.

Rationale explaining the methods adopted for the collection

and analysis of feedback.

Samples of feedback from students and other stakeholders.

Analyses of feedback.

Organogram / job descriptions for people involved in

designing and reviewing action plans based on feedback.

Action plan for following up issues identified through

feedback. Policy document on dealing with and acting on

complaints.

Organogram / job descriptions for people involved in

designing and reviewing policy on dealing with and acting on

complaints.

ObservationInterview

People involved in designing and reviewing the

collection and analysis of feedback.

People involved in designing and reviewing

action plans based on feedback.

People involved in designing and reviewing

policy on dealing with and acting on

complaints.

Students to establish their satisfaction with

opportunities to provide feedback.

Teacher to establish their satisfaction with

opportunities to provide feedback.

Parents to establish their satisfaction with

opportunities to provide feedback.

Assessing the standard in relation to Quality assurance: feedback and action

Standard Actual provision matches advertised provision.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four Advertising provides comprehensive and accurate information that enable potential students to form realistic expectations on the following

areas of English language provision: programmes of study; assessment; teacher qualifications; teacher performance; professional development

opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback.

Responsibilities for the production of any promotional materials are clearly defined. Promotional content is reviewed regularly. Any use of the

British Council brand complies with British Council guidelines.

Level Three Advertising provides comprehensive and accurate information on most of the following areas of English language provision: programmes of

study; assessment; teacher qualifications; teacher performance; professional development opportunities for teachers; resources and materials;

class size and classroom layout; fees and costs (including materials); student feedback; Responsibilities for the production of any promotional

materials are understood. Promotional content is reviewed.

Level Two Advertising provides accurate information on some of the following areas of English language provision: programmes of study; assessment;

teacher qualifications; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and

costs (including materials); student feedback.

Foundation Advertising provides accurate information on areas of English language provision.

This standard describes the minimum content requirements relating to how a

school promotes itself and provides information about its work. The objective of

this standard is to ensure that student expectations are managed successfully.

The standard does not stipulate the channels to be used for promotion or any

content areas beyond those mentioned in the standard description.

‘Advertising’ includes all and any information provided to potential students (or

their parents / sponsors) before they enrol at the school.

The essential feature at Level Four and above is that full and accurate

information about specified aspects of the school’s provision must be provided.

See below for the full requirements.

Standards in detail: MANAGEMENT 10. ADVERTISING

2322

Type of evidence

Documentary

Organogram / job descriptions for people involved in

designing and reviewing publicity and other information for

potential students and their parents.

School brochures, prospectuses etc.

School website and / or social media sites.

Observation

Check whether premises, resources and

facilities found during the review visit

match the claims made in the publicity.

Interview

People involved in designing and reviewing

publicity and other information for potential

students and their parents.

Students to establish whether information

provided before enrolment is accessible and

comprehensive.

Parents to establish whether information

provided before enrolment is accessible and

comprehensive.

Parents to establish whether information

provided before enrolment is accurate.

Assessing the standard in relation to Advertising

Standard Actual provision matches advertised provision.

Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.

Level Four Advertising provides comprehensive and accurate information that enable potential students to form realistic expectations on the following

areas of English language provision: programmes of study; assessment; teacher qualifications; teacher performance; professional development

opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback.

Responsibilities for the production of any promotional materials are clearly defined. Promotional content is reviewed regularly. Any use of the

British Council brand complies with British Council guidelines.

Level Three Advertising provides comprehensive and accurate information on most of the following areas of English language provision: programmes of

study; assessment; teacher qualifications; teacher performance; professional development opportunities for teachers; resources and materials;

class size and classroom layout; fees and costs (including materials); student feedback; Responsibilities for the production of any promotional

materials are understood. Promotional content is reviewed.

Level Two Advertising provides accurate information on some of the following areas of English language provision: programmes of study; assessment;

teacher qualifications; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and

costs (including materials); student feedback.

Foundation Advertising provides accurate information on areas of English language provision.

This standard describes the minimum content requirements relating to how a

school promotes itself and provides information about its work. The objective of

this standard is to ensure that student expectations are managed successfully.

The standard does not stipulate the channels to be used for promotion or any

content areas beyond those mentioned in the standard description.

‘Advertising’ includes all and any information provided to potential students (or

their parents / sponsors) before they enrol at the school.

The essential feature at Level Four and above is that full and accurate

information about specified aspects of the school’s provision must be provided.

See below for the full requirements.

Standards in detail: MANAGEMENT 10. ADVERTISING

2322

Type of evidence

Documentary

Organogram / job descriptions for people involved in

designing and reviewing publicity and other information for

potential students and their parents.

School brochures, prospectuses etc.

School website and / or social media sites.

Observation

Check whether premises, resources and

facilities found during the review visit

match the claims made in the publicity.

Interview

People involved in designing and reviewing

publicity and other information for potential

students and their parents.

Students to establish whether information

provided before enrolment is accessible and

comprehensive.

Parents to establish whether information

provided before enrolment is accessible and

comprehensive.

Parents to establish whether information

provided before enrolment is accurate.

Assessing the standard in relation to Advertising

Notes

Notes

www.britishcouncil.in

For more information contact:

British Council

17 Kasturba Gandhi Marg

New Delhi 110 001

Telephone (toll-free): 1800 102 4353

Email: [email protected]

© British Council 2014

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