If you are interested in joining NATECLA's policy or strategy groups, please contact:  info@natecla.org.uk.

At NATECLA we have received a request for our input into a review of ESOL qualifications and the ESOL Core Curriculum, planned by the Department for Education and Ofqual.  The Bell Foundation have drafted a paper that outlines the changes they think are needed.  Essentially, they are saying the curriculum, and therefore the qualifications, which are all based on the curriculum, are not fit for current purposes.  The curriculum is based on the National Literacy Standards (designed for native speakers of English) and therefore needs to be overhauled to match what we know about learning a new language.  They want more focus on ESOL for work to be included, to meet current government priorities, rather than just ESOL for survival.  

The Bell team wants to get sector-wide input, so they have launched a consultation on the paper and are asking for input from NATECLA and as many members of the ESOL community as are interested.   It's an issue that affects every ESOL teacher and learner, so please do read the paper and respond yourself, or together with colleagues.

 

The paper and survey questions can be accessed here  using the password: ESOLreview   

 

The deadline for responses is 1st December, so please read, discuss and respond, and forward this to any other ESOL colleagues.

Giving your ESOL learners the best chance to pass Functional Skills English: https://booking.etfoundation.co.uk/course/details/1399/Giving-your-ESOL-learners-the-best-chance-to-pass-Functional-Skills-English

Nathan Rogan from the Education & Training Foundation (ETF) will be joining us to talk about their ESOL Adult Education Teacher programmes, along with our own Chloë Hynes (who's also an ETF trainer).

Click on the link above to register.

We shared a few (fictional, but hopefully realistic) scenarios, as well as revisiting some of the real ones that have been shared recently on the ESOL Managers' Network WhatsApp group, to get the discussion started. There was then an opportunity to share your own ideas and experiences, and hear what others have attempted and/or found successful.

ESOL Hubs and Single Points of Contact

A number of Strategic Authorities across England have developed (or are developing) single points of contact to manage ESOL referrals and matching with providers more efficiently. We'll explore the range of approaches being adopted, what has/hasn't worked and what our 'asks' should be when engaging with decision-makers.

The climate of hostility towards migrants

NATECLA has recently issued a statement deploring the growing climate of hostility and scapegoating of refugees, people seeking asylum and others who've made these islands their home; we've also called on all who reject the politics of fear and hate to speak up.

We're very conscious of the real impact these hostile discourses and events are having on ESOL learners and practitioners, and the need for us to be able to share insights in a safe/brave environment. We therefore spent a bit of time 'taking the temperature' and discussing practical ways we can support each other and defend the multilingual/multi-ethnic/multicultural society we all cherish.

ESOL's external influencers and decision makers - who are they, and how can we influence them?

Amidst the climate of growing hostility towards migrants and extent to which we're having to re-state the case for ESOL provision, we thought it would be useful to explore the range of external bodies that have at least an influencing role in the provision ESOL provision within England, e.g. Strategic Migration Partnerships, Strategic/Combined Authorities, the various government departments. We'll explore where and how there might be opportunities to engage more with these.

Ofsted's revised inspection framework

Following on from the wonderful session that Andreea Dear ran for us during December, we'll be recapping on recent changes to the Inspection Framework for FE and Skills such as those relating to inclusion and adaptation.