NEW SEN code of Practice

I am busily writing, writing and soon to be publishing an easy to read practical book about SEN (D) with the lovely and very knowledgeable Dr Rona  Tutt using this latest guidance as the starter. Our aim of the book was to firstly support all teachers in recognising when to consider SEN but also when EAL needs stop and SEN starts. It’s quite a blurry line and many teachers just do not know where to start so this news story #SEND: ow.ly/zI4FL is a great starting point to firstly find out about the changes but also to understand what the code is expecting of teachers.

I will be writing more about the book when it is ready to be published hopefully in the next month or two… so watch this space.

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25  for the new code of practice

Leaders 2 -Strategic Planning and Development

As a leader you will need to ensure all of your teachers and learners receive the same curriculum to the same level using individuals skills, prior experiences and individual personality. Written like this it looks a large task but in reality it is made easier if you think about and follow your response to these questions.

  • How will you develop subject policies then ensure all teachers” commitment to them?
  • How will you ensure the above particularly in relation to high achievement and teaching and learning?
  • How will you maintain a positive attitude towards your subject?
  • What data will you need to collect? How often will it need to be collected? How should it be sued to inform policies, planning, targets and teaching methods.
  • How will you establish short, medium and long-term subject development plans? How will you ensure that:-they contribute to the whole schools aims, that they are based on pupil performance data, identify targets for improvement within your subject and then most importantly ensure that they are understood by everyone involved, parents included.
  • How will you monitor progress made in achieving your subjects development plan and targets?

bilingual students with proficiency in both mother tongue and English outperformed students who were proficient in only one of either mother tongue or English, even when the bilingual students came from less-resourced schools

An interesting report about bilingualism in South Africa. Here are the highlights.

However, “multilingualism as a pervasive feature of the South African identity is something yet to be realised and, although learners are expected to be able to use English as the official language of learning, many are excluded from it”,

“According to the Caps [new curriculum] document, the first additional language is used for certain communicative functions in a society, meaning it is merely a medium of learning and teaching in education,” he said. The home language, on the other hand, is a tool of cultural preservation and articulation.

Ultimately, South Africa should transform through encouraging bilingualism in all levels and spheres of society, Dampier said. “If we are to proclaim a truly multilingual South African identity, we must stop viewing English as a tool for communication in the global village, business and education,” he said. It should rather be seen as an essential part of South African identity.

The Gauteng strategy aims to improve reading and writing and to change teacher practice. But, said Botha, “we have had a plethora of policies and curricula, and yet reading and writing remain a problem”.

She identified three factors that impede progress: the morale of teachers; the lack of teaching and learning programmes for them; and the new curriculum

http://mg.co.za/article/2013-03-22-tongue-tied-on-language-policy

Consultation – draft National Curriculum programmes of study

Yesterday the government in the UK put out a draft National Curriculum consultation.  One of the programmes of study included is Foreign Languages at KS2 and 3.

Here is a brief summary of what is says please do join the consultation and let them know as teachers what you think.

Consultation – draft National Curriculum programmes of study:
Draft 2014 National Curriculum by subject

Learning a foreign language is a liberation from insularity and provides and opening into other cultures. A high quality language education should foster pupils’ curiosity and deepen their understanding of the world.

Language teaching should provide the foundation for learning further languages equipping pupils to study and work in other countries.

Teaching should focus on enabling pupils to make substantial progress in one of the following languages French, German, Italian, Mandarin, Spanish, Latin or Ancient Greek.  (No mention of sign language)

Teaching should provide a balance of written and spoken and lay the foundations for further foreign language teaching. It should enable pupils to understand and communicate ideas, facts and feelings in speech and writing, focused on familiar and routine matters, using their knowledge of phonology, grammatical structures and vocabulary.

The focus of study in Modern languages (ML) will be on practical communication whilst the focus in Latin or ancient Greek will be to provide a linguistic foundation for learning modern languages and for reading comprehension.

I think I have blogged before that I learnt French at LLantarnam school but what I probably haven’t said before was that I studied French from yr 7 to 11, German yr 8-9 and Latin yr 9-11. All from a ‘bog standard Comprehensive’. This built on my bilingual assemblies, signage and occasional lesson in primary school in Welsh.

I don’t think without my expectation for another language to always be present that I would have taken up the languages so easily in my secondary years.  Without the teacher enthusiasm of taking myself and a few friends who sung at a French singing competition where we competed against A level students I would have been disinterested.

What is also abundantly clear to me now is that the Latin that I learnt has probably been the thing that I fall back on and use the most. It is this linguistic background that I can work out words in other languages and have confidence to try.  NB I find that in my work with so many languages on a  daily basis it is actually Italian that I wish now I had learnt as every time I look at it I feel comfortable and it seems natural. Yet as a teenager I would never have even thought of learning it.

So for me these changes are welcome as long as we always remember there are children at the end of any policy/strategy that we deliver to teachers and pupils. A teacher interested in a language is far more motivating and inspiring than one who wishes they could teach Spanish yet are teaching French because of the outdated belief that well if you know one language you must be able to do this as they are only children. I think the tide is turning on this one and its nice to also see a recognition that currently Chinese is the largest language in the world so that to equip our youngsters for the world of work it gives them a real chance to be a global citizen.