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EUROPEAN STUDIES SENIOR CONFERENCE MARCH 2014. WALES & THE INTERNATIONAL DIMENSION A TWO WAY PROCES S. WALES AND THE INTERNATIONAL DIMENSION. A Current Issue The Impact of PISA Background

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european studies senior conference march 2014

EUROPEAN STUDIES SENIOR CONFERENCEMARCH 2014

WALES & THE INTERNATIONAL DIMENSION

A TWO WAY PROCESS

wales and the international dimension
WALES AND THE INTERNATIONAL DIMENSION

A Current Issue

The Impact of PISA

Background

  • The Pisa tests, published by the Organisation for Economic Co-operation and Development (OECD), were taken by 500,000 15-year-olds in 68 countries
  • Wales fell behind the rest of the UK in the last science, maths and reading test results
  • Wales was also poorest performer in the UK in the 2009 Tests
some reactions
Some reactions
  • “ Everybody working in and around the Welsh education sector needs to take a long hard look in the mirror this week and recognise the challenge ahead is for all of us.”
  • “The Pisa results are stark and the message is very clear, we must improve educational attainment and standards right across the board”
  • The Welsh Government certainly does not underestimate the gravity of these results and I won’t put a gloss on them.”

Huw Lewis: Minister for Education, Welsh Government

December 7th, 2013

some reactions1
Some reactions
  • Welsh psyche to blame for failings in education, says head of leading independent school

Emma Taylor, Head of Christ College, Brecon

  • Less funding for schools in Wales than in England
  • (educational performance in Wales) “is a waste of the potential of students, many of whom would do better if they lived a few miles to the east under an education system that understood the best way to improve is to change.”

The Times: 06/03/2014

some reactions2
Some reactions
  • ‘Scandalous’—Michael Gove (Education Minister, UK Government)
  • David Cameron criticises Welsh government on education (Prime Minister’s Question Time, 22 January)
  • The real proof that the English education system is finally going in the right direction is Wales.”

Eleanor Mills: Sunday Times News Review (09/03/2014)

the wider context
The wider context
  • Political make-up of the UK
  • The differing socio-economic profiles of the four jurisdictions in the UK
  • The impact of this on educational attainment
  • The doubts some academics have about the validity of PISA as a means of international comparison
  • Poverty and deprivation as the main influence on attainment in Wales?
  • The worrying statistic:--FSM pupils qualifications in Wales and England
the response in wales
The Response in Wales
  • Introduction of a National Literacy and Numeracy Framework
  • Pupil Deprivation Grant
  • Annual tests for 5-14 year olds in literacy and numeracy
  • Re-structure of School Improvement services
  • A whole scale review of the curriculum
  • Parental and Community Engagement Practitioner
  • Raising Attainment Advocate
  • Schools Challenge Cymru – a £20 million a year package of support to boost the performance of up to 40 of Wales’ underperforming secondary schools
final comments and thoughts
Final Comments and Thoughts
  • Most teachers in Wales work very hard and with great skill and commitment; yet standards in literacy and numeracy are not as good as they should be
  • Teachers need to be able to focus on teaching, learning and assessment and not be weighed down with too much bureaucracy
  • Schools need to get better at identifying and analysing the causes of why of poverty and disadvantage often restricts pupils’ progress and compensate as best as possible
schools doing better than similar schools
Schools doing better than similar schools

Frequently found practices

  • A rich, experiential curriculum, including international links,
  • planned around key skills Very strong partnerships with parents/carers and outside agencies
  • Work with primary schools based on accountability, challenge and a shared understanding of attainment levels
  • Very focused use of data to monitor, support and intervene
  • Setting/streaming in English/Welsh(1L)/mathematics
  • All staff have high expectations of pupils and conviction that they can succeed
  • Well-planned and effective support e.g. homework clubs, revision classes, mentoring schemes, creative use of ICT, varied and effective use of incentives