General info

Quality Education Fund project

This page provides you with information about the purpose, intended communities and outcomes of the project.

What are the goals of the project?

The specific objectives are:

  1. to motivate students with learning English
  2. to develop ideas of best practice with using tablets to support language learning
  3. to develop teacher collaboration within and between schools.

What is a tablet? A mobile device that allows access to the internet and provides a platform for the use of software and apps.

Who is the primary target group of the project?

The primary targets of the project are junior secondary English language teachers and IT teachers supporting English language learning junior secondary students.

What are the main strands and activities of the project?

The project, which is developed and delivered by British Council English for Education Systems unit, comprises the following elements.

1 working with three schools

over approximately two academic years with a project launch event planned for end of January 2016. The project will be complete by August 2017

2 supporting a core in-school team

supporting a core team of four teachers in each of the three schools

3 professional development sessions for teachers

the provision of input and training sessions to explore how language practice and production across different text-types and skills can be enriched, extended or enhanced by the use of appropriate learning technologies

4 co-planning consultation school visits

the provision of co-planning consultation visits to discuss and agree on the use of learning technologies that best fit with language skills work or text-type practice and production in the Junior Secondary scheme of work being focused on. These visits will facilitate the development of an enriched scheme of work for this year group that includes learning technologies to be tried out and reflected on as students and teachers work with different language development areas.

5 support for collaboration

the provision of a shared online space where schools can upload their syllabus enrichment ideas, plans and audio/video footage of try-outs and reflections

6 focus on in-school collaboration

enabling students and teachers to learn and teach in more effective or collaborative ways to improve language learning and motivation

7 building in feedback and reflection

including ways to elicit and articulate reflective feedback on try-outs from both students and teachers

8 focus on between-school collaboration

enabling facilitating collaboration within and between schools through information sharing and reflection

The focus of this project is language learning in school-based classroom communities. Learning technologies will be selected on the basis of how well they facilitate collaboration, communication, language learning practice, reflection, and peer sharing.

Schools learning cycles

School-based team structure

Each school allocates the following team:

(1) a coordinating teacher (which could be the English Panel Head)

(2) Junior Secondary English language teacher 1 (with an active interest and abilities to work in curriculum development / enrichment)

(3) Junior Secondary English language teacher 2 (with an active interest and abilities to work with learning technologies for language learning)

(4) a supporting IT (or ICT) teacher

What will the activities and outcomes of the project be?

In each year, we will offer the following activities:

PROFESSIONAL DEVELOPMENT AND CO-PLANNING CONSULTATION FOR TEACHERS

In Year 2, we’ll be offering six hours of professional develop input, workshops and co-planning consultation over two learning cycles for school teams.

What is the aim of providing workshops for teachers?

The aim of the workshops is to raise awareness of uses, themes and issues around language learning with technologies. This will take into account required preparation and school-based processes that need to happen for enrichment of an existing syllabus to take place.  

What themes may this include?

This may include considering school views and the vision about technology for learning in light of the EDB’s 4th Strategy on IT in Education, teachers’ beliefs and attitudes about how language learning takes place and what facilitates this within the broader framework of holistic education and learning 21st century skills for life.

What specific themes will be covered in the workshops?

(a) opportunities, challenges and practices concerning integration of learning technologies

(b) teachers’ beliefs, attitudes and practices with learning technologies

(c) second language acquisition themes and issues for secondary students

(d) learning technologies and e-resources for language learning

(e) online resources for teachers’ self-access and learning

The workshops will include input from a trainer, discussion and sharing as well as hands-on practice.

Who can attend these workshops?  

All the English language teachers in the school are welcome to attend along with the IT teachers. The core group running the project in the school are required to attend each workshop.

School-based Learning Cycles

Each school learning cycle will be several weeks long to allow for preparation, try-outs, reflection and evaluation as well as online sharing.

The length of the learning cycle will be agreed with the school team taking into account what is appropriate in different schools’ contexts.

What else takes place during the School-based Learning Cycles?

School-based teams plan and run hands-on activities that they have developed to enhance a section of an existing scheme of work. They reflect on their try-outs and get student feedback, which they then use to reflect and refine the approach and activities. Their experience and recommendations provide support for other teachers interested in integrating iPads with other classes.

Timeline Year 1

PROJECT PRODUCTS AND LEGACY

There are three main activities and products that the other strands of the project will lead up to. They are: 

(1) An end-of-Year 1 sharing event between the schools involved in the project, to which we also intend to invite other schools interested in learning from the core three schools. This will take place in mid-July 2016.

(2) An end-of-project Year 2 ‘Conference’, where activities, achievements, challenges and reflections will be shared between the three schools and other interested schools.

(3) The production of a project e-book which all three schools will have contributed to, which will contain lesson ideas, the use of learning technologies, reflections by students and teachers and ideas to advise other schools wishing to try out these learning technologies. The content of this will be produced by the schools, and the design, organisation and editing will be the responsibility of the British Council team.

Year 1  
November-December 2015 Publicity and application processes to schools
Selection of three participating schools
Needs analysis
30 January 2016 (Saturday) 11.00am-1.00pm Launch event for participating schools at
British Council in Admiralty 
February-March 2016 Workshop One at each participating school
- second language learning processes
- integrating technology into school systems
- using learning technologies for language learning
April-June 2016

Consultancy co-planning visit takes place and school teams decide the focus, groups, aims, e-resources, intended outcomes and type of feedback they need.
Schools with capacity in the academic year take part in Workshop Two.

May-June 2016 Feedback and reflections on the learning cycle take place and preparations start for Sharing Session for Year 1.
June-early July 2016 Consultancy Two visit to each participating school
- School Learning Cycle 2 begins
02 July 2016 Collaborative Year 1 Sharing Session takes place at British Council in Admiralty with opportunities to share
experiences from the Learning Cycle try-outs and make recommendations.
Mid-July 2016 Schools’ learning and reflection session at British Council in Admiralty

Timeline Year 2

YEAR 2  
September - November 2016

Schools start Learning Cycle 2 with workshops, co-planning consultancy sessions and optional school visits and observations. School-based teaching teams decide which type of sessions will support their internal processes best.

5 October 2016

British Council ‘World Teachers’ Day’ event focuses on learning technologies and teacher networking to share experiences and approaches. QEF(Quality Education Fund) school teams all invited.

October-December 2017 School-based teams prepare and start try-outs, reflection and feedback. This may be with a different year group, a different class or a different part of the scheme of work from Year 1, with a focus on range and experimentation.
December 2016-January 2017

School-based teams complete reflections on the Learning Cycle 2. Teams use the reflection to help them decide on their final Learning Cycle year group, class or language focus.

January/February-March 2017

Schools start Learning Cycle 3 with workshops, co-planning consultancy sessions and optional school visits and observations.

March-April 2017

School-based teams prepare and start try-outs, reflection and feedback with their final groups, with a focus on any language skills or systems, and tech skills not yet explored.

January-June 2017

E-book content prepared. The e-book, aimed at supporting other teachers will contain lesson ideas and reflections from school try-outs, British Council content and links to resources.

June-July 2016

School conference focused on Learning Cycle experiences and provide hands-on sharing with other school teams interested in finding ways to practically integrate tablets into their Junior Secondary English language classrooms.

August 2017

E-book made available for school teams.