VIEWS & OPINION


Bringing the outside world into the classroom


Comment by PHILIP WHITE, head of communications at BIEA


New inspection framework – a welcome change


Comment by LOUISE DOYLE, director, Mesma


The ultimate purpose of education is to prepare students for the challenges they will encounter in life, and as society advances so too must our education model. Demonstrating real-world applications not only better prepares students for the future, but also underlines the importance of the skills they learn which, out of context, can often appear non-essential. In an age where our average attention span is shorter than that of a


goldfish, and where we are repeatedly told that students today will have mysterious jobs that we can’t yet perceive, there is added pressure to teachers’ responsibility to prepare students for the future. However, all is not lost; there are a number of tried and true methods to engage students and relate the traditional curriculum to their modern day, and future, experiences.


Incorporate technology We know that digital natives are accustomed to working (and playing) on devices; rather than fighting this impossible battle, teachers can use it to their advantage by providing opportunities for experimentation with technology. This can range from coding and robotics to photo and video editing, and your standard Microsoft Office and Google suites of products. This approach also has practical benefits as using the same tools that are being used in today’s offices, will provide students with insight into the world of work and experience the wider applications of technology. This is particularly important following the rise of STEM subjects. Science,


technology, engineering, and maths are some of the fastest growing sectors and with industry growth outstripping student enrolments, making sure we nurture the next generation of innovators is in everyone’s best interest.


Invite guest speakers As much as we hate to admit it, sometimes knowledge retention is improved when information is reiterated by someone other than the regular instructor. This is precisely why a guest speaker can be a valuable asset. An outside expert can add clarity to a complex topic or spice up an area that could otherwise be quite dull, and can also share inspiring anecdotes with students. In addition to providing real life examples of people who successfully apply


their schooling in the “real world”, these speakers can prompt class discussions and encourage students to get out of their comfort zone by asking critical questions or participating in follow-up activities.


Introduce real-world applications Perhaps the biggest difficulty in captivating students is the ability to relate the lesson to their real-world experience. While you can of course tie in current events to the curriculum - any recent natural disasters or publicised political topics for example can provide wider context to historical and theoretical lessons – there are some teaching methods that have proved to be invaluable. When posing questions to the class, for example, do it in a way that gets


students to formulate their own hypotheses using their personal experiences and observations, rather than questions that rely strictly on memory of terminology. This can broaden their individual horizons and get them thinking out of the box. By integrating technology, featuring guest speakers, and showcasing the


real-world applications of their knowledge, students will not only enjoy learning, but it will ensure we, as educators, don’t lose sight of the purpose of education – preparing the next generation for the future.


December 2018


Ofsted’s new inspection landscape, which is expected to come into effect in late 2019, will reduce duplication and increase focus around curriculum. In the first of two articles, I will explain why it will be a welcome change for FE and skills. Planned changes to the Common Inspection Framework and the


way Ofsted inspects education and skills providers from September 2019, announced by Her Majesty’s Chief Inspector, will shift Ofsted’s focus towards learning and training providers offering a broad, rich and deep curriculum. Such an emphasis will have unintended consequences, most notably, an over-emphasis on narrowing teaching and assessment practice to focus on the end-test. So, what does the new inspection framework mean for training and


learning providers? If Ofsted can deliver a new context that reflects its ambition, then there will be benefits to be had. In particular, as the focus on the quality of teaching pans out, and learner progress and how good a learning experience is being provided to learners (how ‘good learning experience’ is defined is an interesting debate in its own right). What we are seeing is an inspectorate that is keen to listen and keen to undertake its remit based on evidence.


Focused The proposed changes to the CIF have been widely shared. A single ‘Quality of education’ judgement will replace ‘Outcomes for students’ and ‘Quality of teaching learning and assessment.’ Also, while the curriculum will be core, Ofsted will according to Chris Jones, specialist advisor for apprenticeships, continue to remain focused on the wider development of FE learners, particularly their attitudes and behaviours in the classroom and the workplace, as well as the role and input of sector leadership and management. The inspection of safeguarding, which will sit under leadership and


management and hold the same weight across all remits, will be built around three core areas: are leaders and others identifying the right children and vulnerable adults, and how is this being done? What timely action do staff within the FE provider take, and how well do they work with other agencies? And third, how do responsible bodies and staff manage their statutory responsibilities and in particular, how do they respond to allegations about staff and other adults? As is always the case with changes to Ofsted inspection, the


direction of travel appears largely driven by the inspection of schools. This is not a complaint, simply an observation. I do however wonder about the emphasis on behaviour with, for example, an apprenticeship provider working exclusively with adults on management and leadership programmes. The timing for the proposed changes is good, with the numbers of


apprentices undertaking end-point assessment (EPA) increasing month-on-month. While the introduction of EPA is a broadly positive step, I have often repeated my concerns about the curriculum being narrowed too early in an apprenticeship programme, as both the provider and employer’s understanding of the tests increases. We must do our best to safeguard against this, with Ofsted changes clearly designed to support such a position.


Look out for our next issue in January, where Louise continues this theme.


www.education-today.co.uk 21


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48