Saturday, 5 May 2012
ICT, UPDATE!!
So I have finally decided the theme of my final piece for my ICT and Visual Communication project! After spending quite a while on my sketch book, I decided to concentrate my final piece on my past, present and future, all of which, I personally believe give me 'a sense of place.' Another aspect of my final piece I plan to include is my family tree, or at least a part of it (as it is so big!) This idea stemmed from the sad death of my Great Aunty Jean over easter; despite the sad circumstances, being surronded by family I love and would never change for the world, really gave me a sense of place and belonging at her funeral. It then dawned on me, that regardless that I'm miles away from any of my family really, as long as I know that they are there, I will also belong. I have really enjoyed creating and working on this ICT project, and am really proud of the final piece.
Friday, 16 March 2012
GUEST LECTURER- Widening Access
In addition, it is fair for one to suggest that a large amount of attention is placed merely on the policy, not its customers, the children. Alice Davies came to inform us on the company, Widening Access. Widening Access is a programme run for students in Wales who “aim to improve access to higher education for those with the potential to benefit from it.” (HEFCW, 2012) Interestingly, a lot of the company’s work is directed at specific target areas including black and ethnic minorities, disabled people, children from low income families, children from deprived areas and those who have been a part of the care system. (Biddle, 2001) claims that poverty often has a profound effect on a student’s achievements and progression, and what happens in many developed countries such as the UK and US is that poverty often goes understimated. Due to this vicious link, higher education is dominated by the higher classes within society. A large amount of research on this connection shows that children from a poor household will often underachieve and ‘fall behind.’ Yet, what is made clear is that early research on this area concentrates on minorities (such as those from an ethnic background); so were researchers testing the effects of poverty or discrimination? (Biddle, 2001) Nonetheless, it is important to note, that perhaps both lead to a poor performance in education.
‘Widening Access’ simply aim to raise both aspiration and attainment of the under-represented, and to encourage progression onto Higher education. To aid this, they run many programs in order to promote a healthy attitude to learning, which will then hopefully lead onto a desire for individuals to increase their educational portfolio when the opportunity to do so arrises. Perhaps the most interesting is a course run for Year twelve students in which they are given the opportunity to study a ‘condensed course’ for four weeks at a University, such as Swansea Metropolitan University, where they live in halls of residence and complete coursework. Passing the course will lead to a reduction in UCAS points if they choose to apply to the University in which they completed the course at. (Smart, 2011) suggests that there are not only financial benefits of Higher education, but research implies that it can also lead to better working conditions and has also been shown to improve your child’s cognitive development; evidently, progression onto Higher education can largely impact an adult’s life, so programmes such as those run by Widening Acess are not only useful, but perhaps vital. What is also helpful about schemes, such as those run by Widening Acess is that its results can be easily measured by factors such as GCSE results and attendance to name a few. (HEFCW, 2012). It is fair to suggest that if ideas, such as those presented by Widening Access were more widely implemented it could lead onto many positive improvements including the promotion of adult education, more part-time and distant learning, and simply, more students in Higher education.
‘Widening Access’ simply aim to raise both aspiration and attainment of the under-represented, and to encourage progression onto Higher education. To aid this, they run many programs in order to promote a healthy attitude to learning, which will then hopefully lead onto a desire for individuals to increase their educational portfolio when the opportunity to do so arrises. Perhaps the most interesting is a course run for Year twelve students in which they are given the opportunity to study a ‘condensed course’ for four weeks at a University, such as Swansea Metropolitan University, where they live in halls of residence and complete coursework. Passing the course will lead to a reduction in UCAS points if they choose to apply to the University in which they completed the course at. (Smart, 2011) suggests that there are not only financial benefits of Higher education, but research implies that it can also lead to better working conditions and has also been shown to improve your child’s cognitive development; evidently, progression onto Higher education can largely impact an adult’s life, so programmes such as those run by Widening Acess are not only useful, but perhaps vital. What is also helpful about schemes, such as those run by Widening Acess is that its results can be easily measured by factors such as GCSE results and attendance to name a few. (HEFCW, 2012). It is fair to suggest that if ideas, such as those presented by Widening Access were more widely implemented it could lead onto many positive improvements including the promotion of adult education, more part-time and distant learning, and simply, more students in Higher education.
Sunday, 4 March 2012
Guest Lecturer, Mike day
Today, our Guest Lecturer, Mike Day gave us a lesson of general Educational policies, with specific concentration on Wales. Firstly, one must consider who education is for, and why it is needed. It is fair to imply that education holds many purposes, one interesting view point is the idea that education can keep people 'safe.' Whereas this is clearly debatable, if you consider the large amount of bullying that takes place in educational setting, on a more long-term scale, this viewpoint is a fair one. (Massachusetts Appleseed Center, 2009) a company in colloboration with legal service provides and education organisers showed that out of 968,000 students who enrolled in the school year, 2006-2007 in schools within Massachusetts, over 64,000 of them were excluded for at least a day. As the title of the report clearly states “Keep kids in class: Breaking the school to Prison Pipeline,” such behaviour as a child could evidently lead to criminal offences within adulthood.
When considering who ‘education’ is for, it is also perhaps vital to consider who should develop it. There appears to be two candidates for this position, politicians and practitioners. Politicians, at first, seem appropriate, they supposedly ‘respresent’ people, and hold the purse strings, yet it is important for us to remember that they are not experts, so do they possess the right skills and knowledge to make accurate decisions? An anlternative option is practitioners, who, unlike politicians, have the ‘background’ to make precise judgements . However, often, you will find that practitioners often see the subject from their perspective, and are unable to take a wider view. A resolution to this is perhaps a ‘meeting of minds,’ in which strengths of the two are used.
One must also wonder, where an educational policy should develop. Should it be on a more global scale, such as a UK level, or perhaps a more local scale such as the school specifically or perhaps its Governing body (or even the choices in between, such as the Welsh Government or a Local Authority. If we consider educational policies on a grander scale, such as UK level, even though standards have been rising, many problems still desperately need to be addressed. ( Machin and Vignoles, 2006) highlight the fact that British education, in the Post-war period there have been several attempts to reinvent the UK educational system. Concerns including the poor ‘stay-on-rate’ and exam achievement were at their highest in the 1980s and 1990, yet, despite improvements since then on, many schools are still underachieving. It is perhaps in schools like these that a Governing body would be more useful and perhaps more successful. It is fair to suggest that a Governor, will accurately know, specifically, what is needed for their school to improve. The (BBC, 2003) shows that the Governing body works closely with the head teacher and collectibely work together as a team in order to better the school in which they work. However, one could go on to say that allowing each Governing body (of which there are many in the UK) to generate their own Educational policy could perhaps be very costly.
When considering who ‘education’ is for, it is also perhaps vital to consider who should develop it. There appears to be two candidates for this position, politicians and practitioners. Politicians, at first, seem appropriate, they supposedly ‘respresent’ people, and hold the purse strings, yet it is important for us to remember that they are not experts, so do they possess the right skills and knowledge to make accurate decisions? An anlternative option is practitioners, who, unlike politicians, have the ‘background’ to make precise judgements . However, often, you will find that practitioners often see the subject from their perspective, and are unable to take a wider view. A resolution to this is perhaps a ‘meeting of minds,’ in which strengths of the two are used.
One must also wonder, where an educational policy should develop. Should it be on a more global scale, such as a UK level, or perhaps a more local scale such as the school specifically or perhaps its Governing body (or even the choices in between, such as the Welsh Government or a Local Authority. If we consider educational policies on a grander scale, such as UK level, even though standards have been rising, many problems still desperately need to be addressed. ( Machin and Vignoles, 2006) highlight the fact that British education, in the Post-war period there have been several attempts to reinvent the UK educational system. Concerns including the poor ‘stay-on-rate’ and exam achievement were at their highest in the 1980s and 1990, yet, despite improvements since then on, many schools are still underachieving. It is perhaps in schools like these that a Governing body would be more useful and perhaps more successful. It is fair to suggest that a Governor, will accurately know, specifically, what is needed for their school to improve. The (BBC, 2003) shows that the Governing body works closely with the head teacher and collectibely work together as a team in order to better the school in which they work. However, one could go on to say that allowing each Governing body (of which there are many in the UK) to generate their own Educational policy could perhaps be very costly.
Sunday, 26 February 2012
Guest Lecturer, number 6
On the 21st of February, our sixth guest lecturer, Graham Allen, who is the Environmental Manager of Swansea Metropolitan University came in to talk to us. Unfortunately, I did not grasp what he was talking about, nor did I understand the relevance of his topic either. Nonetheless, he encouraged us to research certain topics. One which sounded particularly interesting was Agenda 21. Agenda 21 is a global 'plan of action' yet is also apparent on more national and local scales and relates to any area in which humans impact the environment. This plan has been adopted by more than 178 Governments. This plan elevates nature above man, and this 40 chapter document which basically could 'control the world' according to some. There are many objectives to the plan, including:
- The abolition of private property
- Restructure of family unit
- An increasing limitation and restriction to mobility and opportunity.
In the early 1990's, many believed that Mother nature's Earth should not have been 'scratched,'human beings should have been concentrated into 'zones,' and educations should have been concentrated on the environment. However, clearly these are idealistic ideas, yet should the United Nations consider this pathway, like they should of? (Some suggest.)
,
During the first World Public meeting on culture, held in Alegre (2002) it was decided to draw up a document for cultural policies, and so Agenda 21 was born. It is it the first global document of its kind.
- The abolition of private property
- Restructure of family unit
- An increasing limitation and restriction to mobility and opportunity.
In the early 1990's, many believed that Mother nature's Earth should not have been 'scratched,'human beings should have been concentrated into 'zones,' and educations should have been concentrated on the environment. However, clearly these are idealistic ideas, yet should the United Nations consider this pathway, like they should of? (Some suggest.)
,
During the first World Public meeting on culture, held in Alegre (2002) it was decided to draw up a document for cultural policies, and so Agenda 21 was born. It is it the first global document of its kind.
Guest Lecturer, number 6
On the 21st of February, our sixth guest lecturer, Graham Allen, who is the Environmental Manager of Swansea Metropolitan University came in to talk to us. Unfortunately, I did not grasp what he was talking about, nor did I understand the relevance of his topic either. Nonetheless, he encouraged us to research certain topics. One which sounded particularly interesting was Agenda 21. Agenda 21 is a global 'plan of action' yet is also apparent on more national and local scales and relates to any area in which humans impact the environment. This plan has been adopted by more than 178 Governments. This plan elevates nature above man, and this 40 chapter document which basically could 'control the world' according to some. There are many objectives to the plan, including:
- The abolition of private property
- Restructure of family unit
- An increasing limitation and restriction to mobility and opportunity.
In the early 1990's, many believed that Mother nature's Earth should not have been 'scratched,'human beings should have been concentrated into 'zones,' and educations should have been concentrated on the environment. However, clearly these are idealistic ideas, yet should the United Nations consider this pathway, like they should of? (Some suggest.)
,
During the first World Public meeting on culture, held in Alegre (2002) it was decided to draw up a document for cultural policies, and so Agenda 21 was born. It is it the first global document of its kind.
- The abolition of private property
- Restructure of family unit
- An increasing limitation and restriction to mobility and opportunity.
In the early 1990's, many believed that Mother nature's Earth should not have been 'scratched,'human beings should have been concentrated into 'zones,' and educations should have been concentrated on the environment. However, clearly these are idealistic ideas, yet should the United Nations consider this pathway, like they should of? (Some suggest.)
,
During the first World Public meeting on culture, held in Alegre (2002) it was decided to draw up a document for cultural policies, and so Agenda 21 was born. It is it the first global document of its kind.
Wednesday, 15 February 2012
ICT AND VISUAL COMM PROGRESS
Oh dear God. Just found out that our ICT project has actually got a theme, and not something we just get to choose. Initially very annoyed that we have only just been told about this, finding out it was the importance of place, relieved me a little. My first project idea was the influence of identity, which quite nicely ties in with the importance of place. Still, I think I may have to buy a new sketchbook and start over again. Never mind!!! GUESS IT IS JUST ONE HUGE LEARNING EXPERIENCE. In class, we discussed what we consider an important place to be. Yes, it can be a physical thing, yet we also quickly realised it could be about a mental place and your emotions. I'm going to research some artists and see how it develops. I think it will be something that develops as it goes along!!
Guest Lecturer, number 5!
Yesterday (14/02/2012) we had our fifth guest lecturer come in, Oliver Hopker who is the Head of Planning and Development at Swansea Metropolitan University. The topic of her lecture today was 'Collaboration vs Competition.' Apparently, the Welsh Government is promoting the benefit for educational institutes, such as ourselves to start collaborating with others. Olive first gave us the economic employment structure of Wales; surprisingly, we found out that 94% of all businesses in Wales consists of 'micro enterprises,' which are simply small businesses. Because of this, should then Welsh Universities and other educational institutes also be small as there is large employment in small enterprises. Olive then gave us examples of current collaborations, these include purchasing, as it could be more cost affective to purchase resources with other Universities, library access, and perhaps the most interesting external examiners. External examiners are staff from other Universities who teach the same or similar courses who will mark your work, likewise, staff from Swansea Met will mark the work of students from other Universities, (this only occurs in years 1 and 2.) Despite there being collaboration, there is also competition, especially from Universities within the same city, Swansea Metropolitan and Swansea University being an example. Universities are just as competitive; for example they all are trying to recruit students, place highly in league tables, gain funding, staff and a good reputation.
There are many benefits through collaboration. There is shared expertise, better efficiency and effectiveness, cost saving, an enhanced reputation. I felt the most interesting benefit of educational collaboration was the use of an 'external eye.' We all have most likely experienced someone questioning our actions and perhaps advising us what to do next. The same applies to Universities, an 'external eye' is someone not directly associated with the educational institute who will question certain aspects. There are also benefits through being competitive, it promotes individuals (even students) to develop a hard-working ethos and to strive to do better and improve. It also gives us the opportunity to choose which educational institute we would like to attend. 'Competition' seems to have developed from a Conservative Government.
The size of a University may also have a profound effect on how they operate. There are many benefits to being a small institute (such as ourselves.) There is low student to teacher ratios, simple structures, minimum administrative overheads, small classes, and flexibility in not only the programs but many other aspects. However, there are also some limitations, these include a small collection of resources ultimately producing limited choice. On the other hand there are benefits to being a larger University, the benefits seem to opposite to that of a smaller University's limitation. They will have a large resource base, better buying power, a wider range of courses, and perhaps more career opportunities (yet, this is debatable.) Likewise, a larger University has many limitations. These can include: difficult management, complex structures, poor teacher to student ratios, tightly defined courses and too many administrative overheads.
Olive then went on to discuss the 'delivery of higher education' The Welsh Assembly Government (WAG) COLLABORATES with a company called the Higher Education Funding Council for Wales (HEFCW)who is responsible for all Welsh Government funding. WAG split Welsh Universities into three main areas. The North (Bangor, Aberystwyth and Glyndwr,) South East (Cardiff, Glamorgan, Newport and Cardiff Met) and South West (Swansea, Swansea Met and Trinity St David.) All these Universities offer funded Higher Education course. HEFCW, between July 2010 and February 2012 are asking for any bids for 'reward funding.'
There are many benefits through collaboration. There is shared expertise, better efficiency and effectiveness, cost saving, an enhanced reputation. I felt the most interesting benefit of educational collaboration was the use of an 'external eye.' We all have most likely experienced someone questioning our actions and perhaps advising us what to do next. The same applies to Universities, an 'external eye' is someone not directly associated with the educational institute who will question certain aspects. There are also benefits through being competitive, it promotes individuals (even students) to develop a hard-working ethos and to strive to do better and improve. It also gives us the opportunity to choose which educational institute we would like to attend. 'Competition' seems to have developed from a Conservative Government.
The size of a University may also have a profound effect on how they operate. There are many benefits to being a small institute (such as ourselves.) There is low student to teacher ratios, simple structures, minimum administrative overheads, small classes, and flexibility in not only the programs but many other aspects. However, there are also some limitations, these include a small collection of resources ultimately producing limited choice. On the other hand there are benefits to being a larger University, the benefits seem to opposite to that of a smaller University's limitation. They will have a large resource base, better buying power, a wider range of courses, and perhaps more career opportunities (yet, this is debatable.) Likewise, a larger University has many limitations. These can include: difficult management, complex structures, poor teacher to student ratios, tightly defined courses and too many administrative overheads.
Olive then went on to discuss the 'delivery of higher education' The Welsh Assembly Government (WAG) COLLABORATES with a company called the Higher Education Funding Council for Wales (HEFCW)who is responsible for all Welsh Government funding. WAG split Welsh Universities into three main areas. The North (Bangor, Aberystwyth and Glyndwr,) South East (Cardiff, Glamorgan, Newport and Cardiff Met) and South West (Swansea, Swansea Met and Trinity St David.) All these Universities offer funded Higher Education course. HEFCW, between July 2010 and February 2012 are asking for any bids for 'reward funding.'
Sunday, 12 February 2012
HAAAAAAAAAAAAPPPPPPPPPPPY.
My friend from home, Hannah came up and visited me this weekend (she has not long left) and it was absolutely lovely. Unfortunately, I did not have the opportunity to go see her over Christmas so it was really nice to spend some personal time with her, and she is just as amazing and fantastic as I remember. I completely forgot how unbelievably clever she is, she, for the majority of her visit was talking about neurons, electrons and that sciency stuff! My nieghbour was amazed! I think I owe a lot to her, as she, as well as my Psychology teacher, really motivated me to well in my Year 13 exams, I guess, in Psychology I was almost jealous of her as she always did her. Without her or my teacher's encouragement I don't think I would've got an A in one exam and a high B in the other, which I am very proud of!! It was really nice seeing her, as despite she has an array of illness, she still took the time and effort to come see and spend time with me. We went down to town to Eddie's for a nice meal- DAMN, THOSE SWEET POTATOS FRIES ARE GURRRRRRRRRRRRRRD! Can't wait to see her again at Easter! Additionally, my girlfriend is coming to visit next weekend as. I AM SO EXCITED, FIJOSDTGIHJDFOAJIOJFAIHGF < words cannot describe how I feel. I am more than likely going to blog about this!!! CAN'T FRICKEN WAIT.
Guest Lecturer 4- Steve Gullick.
Steve, once again returned to give us a lecture and further information on the role of a Governing once again. He told us that the Government had decided to rule 'stake holders' over experts. Yet still, from what we learnt, there will be tension regardless. This lecture, like his previous one was very interesting, we found out that Govenors have to 'hold the school to account' and it is them, who have to be satisfied with a school's progress. In connection to a Governing body, Steve told us about the role of a critical friend, someone who offers constructive criticism, and a role of the Headteacher, who simply runs the school.
Steve introduced us on the methods used when people have interviews for a job within a school. Usually, there are 2-5 Govenors present during a job interview. If a Govenor is at their usual job when the interview is taking place, they must get the time off paid work- yet, should the school expect Govenors to loose money? A Govenors vote is just as valid as a Headteachers, yet, this raises the debate of 'non-expert vs expert.'
Govenors may visit their school randomly see how they are doing, or often for a school celebration like a carol concert. There are two people who cannot be stopped coming into a school, these are inspectors and Govenors, however, meetings are often arranged. Govenors are always present as important event.
Regular teachers may often be asked to present at a Governing body meeting, where the structure and plans are very secure and fixed. Steve alo told us that every school needs a SENCO (Special educational needs coordination officer) and a special educational needs Govenor.
It was interesting to further develop our knowledge on the role of a Governing body. It really shocks me the actual influence and power the can hold in an educational environment, it is like they are the foundation of the school ethos, and everything else is built around them.
Steve introduced us on the methods used when people have interviews for a job within a school. Usually, there are 2-5 Govenors present during a job interview. If a Govenor is at their usual job when the interview is taking place, they must get the time off paid work- yet, should the school expect Govenors to loose money? A Govenors vote is just as valid as a Headteachers, yet, this raises the debate of 'non-expert vs expert.'
Govenors may visit their school randomly see how they are doing, or often for a school celebration like a carol concert. There are two people who cannot be stopped coming into a school, these are inspectors and Govenors, however, meetings are often arranged. Govenors are always present as important event.
Regular teachers may often be asked to present at a Governing body meeting, where the structure and plans are very secure and fixed. Steve alo told us that every school needs a SENCO (Special educational needs coordination officer) and a special educational needs Govenor.
It was interesting to further develop our knowledge on the role of a Governing body. It really shocks me the actual influence and power the can hold in an educational environment, it is like they are the foundation of the school ethos, and everything else is built around them.
Sunday, 29 January 2012
Third Guest Lecturer.
23/01/2012- Today our third guest lecturer came in, and discussed with us the role of a Governing body. This was a real insight into the positive impact they have on schools across the UK, except Scotland, it was also interesting to see how many obstacles they have to tackle and overcome. He first explained to us that Governing bodies (which should meet at least once a term as a minimum) have an agenda to follow each meeting; this agenda could include reports on finance, progress in development plans, Head teacher's reports etc. Some, more interesting components of a meeting are how they operate, he told us that in some situations if there is a lot to do and discuss the Governing body may well be split so time is used more efficiently as those on the body are not paid and are an array of volunteers. It was also interesting to find out that every Governing body needs a special educational needs Governor. Like ESTYN and OFSTED, a Governing body's aim is to improve and promote high standards of educational achievement. What is saddening to hear is the the lack of control a Governing body has over its finances, before they can even decide how the money is spent, 95% of it goes straight to salaries, heating, electricity etc- many things that must be paid for. In addition, depending on the size of the school, depends on the size of a Governing body in a large secondary school, there can be up to 20 people on the body, and on the other side of the spectrum, if it is a small Primary school, there may only be 9. There are an array of people who can be on a Governing body including parents (who must have children in the school,) LEA's, teachers, other staff, community officers and the Head teacher (who can decide whether to be a Governor, or not.) However, this then tackles many problems; because the body is reallocated every four years, what happens if a parents child is at the school for only one of those years, the parent will be on the board without a child present at the school, and may ultimately loose interest in the body's main motif. There is also a debate to whether those on the body should be experts or not, and whether they should be paid. It is fair to argue that if they were to be paid, it would attract those who are just in it for the money. On the 'expert argument,' one could suggest that an expert may have the knowledge to professionally be a member of the committee, yet do they actually care, compared to a normal person who is very passionate about the school's welfare?
It is clear to see that Governing bodies hold a key role in the operation of schools, yet, can the way THEY operate be improved?
It is clear to see that Governing bodies hold a key role in the operation of schools, yet, can the way THEY operate be improved?
Saturday, 21 January 2012
Guest lecturer (Number 1 and 2)
Due to Andy's absence, the University have gone to such an effort to find guest lecturers to cover the 'What is Education' module. Despite the fact that a very rude girl said that she thought that the University has dealt with Andy's absence terribly, which is completely unfair, considering an illness is not something you have complete control over, I feel that they have done brilliantly. The idea to bring guests lecturers (some of whom, hold very high positions in Welsh education) really shows us how 'education' operates in the real world. It is great to have an additional insight on many other perspectives on a topic we're all studying!
9th January 2012- We had our first guest lecturer! I thought he really engaged us and presented the information (Which may have initially been quite dull in all honesty) in a way that stimulated our thinking. He also gave us general background knowledge of Wales, which is always interesting and contextually useful. Apparently 50% of people living in Wales, either live in the south or south/east, and because of this, there are many rural schools in the north, central and south/west Wales. Another statistic that surprised me was the use of the Welsh language, according to the guest lecturer only 20% of Primary schools and 15% of Secondary schools use Welsh as a main language. The lecturer went on to say that there is also a shortage of Welsh-medium headteachers with the NPQH. Does this then mean the Welsh language is a dying one? Coming from England, this is all new to me, but what I have gathered from such information is that, gradually less and less people are learning the Welsh language, especially in the South. Through evidence that the Welsh education as a whole can improve, it has been proposed that the 22 local Welsh authorities should change into 4 consortia.
After finding out a few years a go that Welsh child were not performing as well academically compared to their foreign counterparts, there was large focus on the education system in the country. In the 2006 PISA report (A report produced by the OECD every 4 years which makes child across the world sit the same test) showed that Wales did make a progress, but it was uneven and needed to be further advanced. Yet, it is important to take into account that Wales does not publish league tables, unlike many other countries, so the OECD could chose schools which perform very well, as shown in their league tables. Despite this, the Welsh education systems aim to improve the curriculum and teaching, leadership, working with others, networks of professional practice, intervention, support, improvement and accountability.
16th January 2012- Today we had an employee, Russell Grigg of Estyn (the Welsh equivalent of OFSTED.) Estyn inspects quality and standards in education and training providers in Wales. It was interesting how he highlighted the fact that quality and standards were two very different things. Quality is your experience, and the standard is the level you reach. Estyn also provide advice to the Welsh Assembly Government on the quality and standards of educational environment. As a whole, it is clear to see that their aim is to spread and promote good educational practice in Wales. According to Estyn, the three main things to consider when inspecting is accountability, ways to improve and to inform. Most of Estyn's employees are ex-teachers, who write reports on individual institutions and Wales as a whole.) I felt as if this was a very good idea; employing ex-teachers mean they also have people who have experienced the Welsh educational system in a physical environment, not just through statistics and research. When inspecting there are three things to consider: 1) How good are the outcomes? 2)How good is provision? 3) How good are leadership and management? Through these three main assessments, the inspector can produce a good conclusion about the school or educational institute. Like OFSTED, Estyn use a ranking system to assess different aspects of a school. For example attendance would be classed as 'excellent,' 'good, 'adequate' or 'unsatisfactory.' It was interesting to see their use of adequate, Russell told us that the word was not very liked, yet, still, Estyn chose to use it, as it encourages the educational institute to do better.
Persuming that Estyn is the Welsh equivalent to OFSTED, I have first-hand experience to how they can influence a school. My first secondary school (St.Neots community college- now Ernulf community college) was placed into special measures due to the poor services it offered, this was clearly shown in the fact that only 44% of year 11's got 5 A*-C in their GCSE's. The same year (or the year before) we were put into special measures, which meant we had regular inspections as well as many other things. Yet, through OFSTED's infleunce, the school has risen out of it's 'darker days' and has become a far better school, for example in 2010, the GCSE 5 A*-C pass rate rose to 50% and in 2011 they rose to an impressive 60% pass rate. Despite the fact, that this is lower than many other local schools, through OFSTED's assistance and guidance, the school has come through leaps and bounds and is once again thriving. This just shows the impact of such companies like Estyn and OFSTED,) they really do help and improve learning for children.
9th January 2012- We had our first guest lecturer! I thought he really engaged us and presented the information (Which may have initially been quite dull in all honesty) in a way that stimulated our thinking. He also gave us general background knowledge of Wales, which is always interesting and contextually useful. Apparently 50% of people living in Wales, either live in the south or south/east, and because of this, there are many rural schools in the north, central and south/west Wales. Another statistic that surprised me was the use of the Welsh language, according to the guest lecturer only 20% of Primary schools and 15% of Secondary schools use Welsh as a main language. The lecturer went on to say that there is also a shortage of Welsh-medium headteachers with the NPQH. Does this then mean the Welsh language is a dying one? Coming from England, this is all new to me, but what I have gathered from such information is that, gradually less and less people are learning the Welsh language, especially in the South. Through evidence that the Welsh education as a whole can improve, it has been proposed that the 22 local Welsh authorities should change into 4 consortia.
After finding out a few years a go that Welsh child were not performing as well academically compared to their foreign counterparts, there was large focus on the education system in the country. In the 2006 PISA report (A report produced by the OECD every 4 years which makes child across the world sit the same test) showed that Wales did make a progress, but it was uneven and needed to be further advanced. Yet, it is important to take into account that Wales does not publish league tables, unlike many other countries, so the OECD could chose schools which perform very well, as shown in their league tables. Despite this, the Welsh education systems aim to improve the curriculum and teaching, leadership, working with others, networks of professional practice, intervention, support, improvement and accountability.
16th January 2012- Today we had an employee, Russell Grigg of Estyn (the Welsh equivalent of OFSTED.) Estyn inspects quality and standards in education and training providers in Wales. It was interesting how he highlighted the fact that quality and standards were two very different things. Quality is your experience, and the standard is the level you reach. Estyn also provide advice to the Welsh Assembly Government on the quality and standards of educational environment. As a whole, it is clear to see that their aim is to spread and promote good educational practice in Wales. According to Estyn, the three main things to consider when inspecting is accountability, ways to improve and to inform. Most of Estyn's employees are ex-teachers, who write reports on individual institutions and Wales as a whole.) I felt as if this was a very good idea; employing ex-teachers mean they also have people who have experienced the Welsh educational system in a physical environment, not just through statistics and research. When inspecting there are three things to consider: 1) How good are the outcomes? 2)How good is provision? 3) How good are leadership and management? Through these three main assessments, the inspector can produce a good conclusion about the school or educational institute. Like OFSTED, Estyn use a ranking system to assess different aspects of a school. For example attendance would be classed as 'excellent,' 'good, 'adequate' or 'unsatisfactory.' It was interesting to see their use of adequate, Russell told us that the word was not very liked, yet, still, Estyn chose to use it, as it encourages the educational institute to do better.
Persuming that Estyn is the Welsh equivalent to OFSTED, I have first-hand experience to how they can influence a school. My first secondary school (St.Neots community college- now Ernulf community college) was placed into special measures due to the poor services it offered, this was clearly shown in the fact that only 44% of year 11's got 5 A*-C in their GCSE's. The same year (or the year before) we were put into special measures, which meant we had regular inspections as well as many other things. Yet, through OFSTED's infleunce, the school has risen out of it's 'darker days' and has become a far better school, for example in 2010, the GCSE 5 A*-C pass rate rose to 50% and in 2011 they rose to an impressive 60% pass rate. Despite the fact, that this is lower than many other local schools, through OFSTED's assistance and guidance, the school has come through leaps and bounds and is once again thriving. This just shows the impact of such companies like Estyn and OFSTED,) they really do help and improve learning for children.
Tuesday, 17 January 2012
Tuesday, 10 January 2012
Placement.
I ABSOLUTELY LOVED IT! Placement really gave me such a great insight into the world of teaching and has most definitely secured my future career plans. Doing placement was such an enjoyable experience that I volunteered to do another week. I think I impressed the school, as they offered me a job (which paid) the week later in the nursery associated with the school, which was just as enjoyable.
It was interesting to see how some of the theories we have learnt in lessons (such as learning styles, and multiple intelligences) being displayed in the lesson. Interestingly, I found that many of the boys in Primary school were kinaesthetic learners!!!
It was interesting to see how some of the theories we have learnt in lessons (such as learning styles, and multiple intelligences) being displayed in the lesson. Interestingly, I found that many of the boys in Primary school were kinaesthetic learners!!!
Saturday, 7 January 2012
I'M BACK
Oh blogger, I have completely neglected you over Christmas! Clearly a trip back home was desperately needed. So nice to go back and spend time with some of my favourite people. However my excitement seemed to be very short lived!! Arguments quickly started again, especially between my Mother and myself. Just really didn't appreciate being treated like a child, when I am more than capable of looking after myself, as clearly demonstrated in my first term of University. I just guess she doesn't like the fact that I'm not dependent on her at all now, and I now have two different lives... whereas she's still back home, whilst I'm exploring the adult world. On a more brighter note, I really valued the time I spent with family and friends whilst I was back in St.Neots, especially my Dad and girlfriend, who, I have both spent a lot of time with. I guess having to look after yourself makes you appreciate the good things in your life and realise that in fact, I am far lucky than many others.
Anyway, it's nice to be back! Despite the fact that my room is now a tip from unpacking, the pate in my fridge went dodgy, and black mold seems to have made home in my shower over Christmas! LOVELY! Also, it is never a good idea to leave your work till the last minute, got so much too do. Definitely going to get stuck into my work properly this term!!!!
Anyway, it's nice to be back! Despite the fact that my room is now a tip from unpacking, the pate in my fridge went dodgy, and black mold seems to have made home in my shower over Christmas! LOVELY! Also, it is never a good idea to leave your work till the last minute, got so much too do. Definitely going to get stuck into my work properly this term!!!!
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