Supporting best practice in ESOL with citizenship
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The document provides information about English language requirements for settlement and citizenship in the UK. It discusses the history of these requirements since 1914 and changes made in 2004, 2005, and 2007. It outlines the current requirements, which are to pass the Life in the UK test or obtain an ESOL qualification at an accredited institution. Issues with some private training providers are also discussed, as well as changes made in 2010 to address identified abuses and ensure qualifications meet the needs of candidates and society.
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Supporting best practice in ESOL with citizenship
- 1. Welcome Supporting Best Practice in ESOL with Citizenship
- 2. Vanessa Howell Team Leader (Recognition and Accreditation) Introduction to the day
- 3. ESOL requirements for Settlement and Citizenship Speaker Ann Robertson
- 15. Why Is It Important To Learners? Tuesday 30 th November 2010 Tahir Hussain
- 21. East Lancashire Figure 1 Ethnic Minorities in Lancashire by Ward, 2001
- 27. Lunch
- 28. ESOL, Citizenship And Awarding bodies
- 48. Malpractice in ESOL – Ofqual’s Experience Sue George Information and Investigations Manager
- 49. ESOL and citizenship - Non compliance and malpractice Trudie Wright/Sue George November 2010
- 58. Final remarks and close
Notas do Editor
- 1 week course : 9am – 5:30pm (Mon – Fri) 1 – 1:30 – Dinner break and after 2 hours 15 min break. 5 weeks : 3hours for 3 days per week for 25 weeks 10 weeks: 3 hours for 3 days over 10 weeks
- To meet this objective our regulatory approach needs to achieve the following outcomes: assessment approaches used are valid, reliable and manageable the content of assessments i.e. knowledge, skills and understanding is fit for purpose stakeholder surveys indicate that stakeholders, including parents and pupils, have confidence in the outcome of NC and EYFS assessments, in particular at the main points of transition eg between early years and KS1, and between KS2 and KS3 there is comparability in the assessment outcomes between institutions and year-on-year, in particular when there has been a change to the assessment arrangements eg the introduction teacher assessment for Science at key stage 2 assessment outcomes are comparable between key stages and between subjects assessments take into account the different people who are involved in generating assessment evidence eg teaching assistants supporting children with special needs and parents in the context of the Early Years Foundation Stage.
- Q1: What does the assessment objective mean? What do you see therefore as Ofqual's role with regard to the regulation of NCA/EYFS? Is there enough in the description (above) of our regulatory approach for those trying to respond to the consultation? If not, how might it be improved?