Forum Nov 2011

Wales China Schools Forum – Conwy, November 2011

Round Table Discussion Forums

Mapping Chinese onto the Welsh National Curriculum

Facilitator: Dawn Spence, The Argoed School – Confucius Classroom

Rapporteur: Scott Andrews , Wales China Schools Project

 

  1. Participants discussed a range of issues related to Key Stage 2 and 3 – primary schools and early secondary school years. School representatives shared experiences of delivery of Mandarin from year 5 upwards as a weekly practice in curriculum time (in some cases replacing Golden Hour – Yr 5).
  2. The embedding of Chinese was discussed alongside the need for proper integration between secondary schools and all the core primary feeder schools to ensure proper progression that provides equal opportunities for all learners.
  3. Several schools provided evidence of Mandarin firmly embedded in curriculum from yr 5 to yr 9 including one example of a low performing school that removed all languages and introduced Mandarin as the only language option.
  4. The option of mixing year groups to enable critical mass for Mandarin classes was explored and it was acknowledged that Mandarin had the capacity to be used as a learning option for lower performing pupils who were able to benefit from different learning approaches.
  5. The group concluded it was easier to embed Chinese culture than language and there was evidence of culture embedded in a range of subjects including cooking, art, history, business and geography.
  6. The group discussed the potential for video conferencing and use of multimedia to support language delivery, particularly where resources are scarce then video conferencing might enable on Chinese teacher to facilitate more than one class. Moodle and other VLE options were discussed to reinforce learning beyond the classroom.
  7. The question of power, authority, impact and influence was discussed with regard to mapping Chinese onto an already busy curriculum. The County Curriculum Managers were seen as the most powerful group of people that can make things happen and it is important to involve these people in planning and decision making.

Mandarin and the Welsh Baccalaureate

Facilitator: Ceri James, CILT Cymru

Rapporteur: Krystyna Krajewska, Wales China Schools Project

  1. CILT is holding talks with the Welsh Assembly and WJEC regarding the possibility of making the content and assessment of the language element of the Welsh Baccalaureate more rigorous
  2. They are proposing to create a 20 hour language module that would help to iron out inconsistencies of delivery. This would be applied across all languages taught as part of the Welsh Baccalaureate, with general thematic content being agreed for all.
  3. A programme is currently being piloted with Aberystwyth University’s Lifelong learning department.
  4. WJEC is providing CPD for language teachers in delivering Welsh Baccalaureate – this is something that our Chinese teachers could take advantage of.
  5. The questions posed by CILT concern the following:
  6. Development of materials to support the delivery of courses. Teachers in the group pointed to the wealth of published resources as well as resources developed by local teachers that could be used here.
  7. Teacher availability to attend the CPD training sessions and deliver courses in Welsh Baccalaureate centres.
  8. Availability of language teachers across Wales: it was pointed out that there are PGCE graduates in Chinese across the UK who are currently without work.
  9. How can the costs of delivery be covered? Can the Confucius Classrooms help with funding courses and teaching costs?
  10. There will be £50,0000 available from WAG for the development of Confucius Classrooms. CILT Cymru will ensure that this is deployed effectively.
  11. The issue of 20 hours being insufficient to deliver an adequate level of Chinese within the Welsh Baccalaureate was raised. Newcastle Emlyn School currently allows for 34 hours contact time by incorporating elements of language teaching into PSE classes.
  12. Teachers felt that the school timetable was often not being conducive to language teaching.
  13. Lampeter CI asked whether the fully accredited level 4 Chinese course run through Trinity Saint David’s Associate Faculty could be used to provide some of the basic structures of the Welsh Baccalaureate course. Where the AF course is run, pupils who do not wish to take the AF exam could still utilize their language work for the Welsh Baccalaureate.
  14. Where schools are short of teaching staff and resources the creation of new CCLs might help in the sharing of resources.
  15. Teachers around the table stated the need for funding from DCELLS to cover teaching/travel costs in order to allow outreach activities into feeder schools.
  16. Welsh Baccalaureate would have more status if there was accreditation.
  17. A final question concerned what proportion of the language module should be on Chinese culture and how much should be language.

Working in Schools in Wales – Cultural Challenges

Facilitator: Siyi Fu, Wales China Schools project

Rapporteur: Fanzhi Yang, Tutor- Cardiff

  1. Chinese tutors are required to deliver Chinese classes to pupils of different ages and abilities. The contents and teaching methods vary across different classes, and this requires more times for preparation.
  2. Chinese tutors found that the classroom management style is quite different in the UK compared to China. Pupils in China tend to follow teacher’s instruction and are more cooperative, compared to pupils in the UK, so the Chinese tutors need to learn a new style to manage the class.
  3. Because of the differences in culture, classroom management and teaching methods between UK and China, one challenge Chinese tutors face is how to communicate more effectively with the school and school teachers.
  4. Chinese tutors may face some unexpected or controversial questions about China from the pupils. They need to know how to handle the situation and respond in an appropriate manner.

D. Chinese GCSE

Facilitator: Krystyna Krajewska, Wales China Schools Project, Lampeter

Rapporteur: Janet Cui Xianquan, Confucius Institute, Lampeter

  1. The problems of encouraging pupils to take Chinese GCSE were discussed. These are as follows:
  • Pupils have some basic knowledge of Mandarin but they are poorly motivated.
  • Lack of non-native speakers have taking the GCSE option in the past
  • Lack of consistency in teaching. Hanban teachers tend to stay for a couple of years before returning to China
  • The uptake of foreign language learning in the UK is the lowest out of all European countries.

2.  Gao Fei from the Lampeter confucius Institute has identified methods to encourage her pupils:

  • Motivation is very important. Gao Fei tells pupils that ‘Chinese is a different language, but not a difficult language.’ Triggering pupil’s imaginations by story- telling helps them to learn. Praise and challenge is also important.
  • Respect pupil’s individual differences and learning styles and try to accommodate these.
  • Support from other teachers who teach GCSE history and geography, can be helpful if they are also able to touch on aspects of Chinese culture. This will help to stimulate pupils interest in learning Mandarin.
  • Seeking support from CI headquarters can be helpful. CI will donate a certain number of Mandarin textbooks to each Confucius Classroom. They also hold YCT materials, which can be seen as half of GCSE. Hanban holds ‘Chinese Bridge’ Chinese Proficiency Competitions and Chinese teachers can encourage their pupils to enrol for these. Every year Hanban also holds Summer Camp for CCLs. Schools should give priorities to those pupils who do GCSE Chinese to participate in a China Trip as a reward and a chance of learning more Chinese.

3.  Teachers felt that new GCSE Chinese is flexible and reachable. Penny from The Argoed School said because of the limited time, she is now focusing on GCSE Chinese Listening and Speaking test, using Jin Bu book 1, 2 and GCSE Chinese textbook without introducing Chinese characters to pupils. In her opinion, with one-hour a week and only 2 years, those pupils who learn Mandarin from the scratch can only do GCSE Chinese Listening and Speaking test, considering there are 12 hours controlled assessment period.

4.  Glyn Edwards from Eirias School suggests that pre-GCSE Chinese could be started in Year 7, and then the three years would be enough time to prepare for the GCSE. It was felt that it is a good idea to teach Mandarin to feeder primary school pupils, especially from Year 3 onwards so that pupils can commit to Mandarin courses later on, already having some basic knowledge behind them.

5.  Rain from Newcastle Emlyn Secondary School has already set up the teaching scheme for her GCSE pupils.

E. Re-skilling for future Chinese teaching

Facilitator: Scott Andrews, Wales China Schools Project

Rapporteur: Ceri James, CILT Cymru

  1. Some teachers and MFL advisers have expressed concerns that MFL staff will be lost to schools, given the broader decline in MFL in Wales (10% drop in MFL entries in 2011). Rather than lose these skilled teachers, should they be encouraged to re-train to deliver other languages, including Mandarin?
  2. Lorna at Aberconwy School is a champion for her Confucius classroom, but after June may no longer have a Mandarin teacher. There is a need to build continuity and sustainability, so she has volunteered to re-train. The OU course allows for flexibility, and is well designed. Course fee of £490/annum is covered by school, but Lorna studies in her own time. She has been allocated an OU tutor, but much of the work is self-study, including on-line testing. She has been impressed with the quality of the course and its associated resources. In N. Wales there is not much available for language up-skilling via FE colleges. Although her Mandarin is currently at a basic level, she has been honest with the pupils in telling them that she is ‘only a few steps ahead of them’. Supplementary work with the Gifted &Talented pupils is offered via the CLA.
  3. In Cardiff more adult learner courses are available via Confucius /Cardiff University, and are very well attended. CI will look into whether this provision could benefit from IT to extend access to a wider audience.
  4. Re-training existing teachers has advantages – in-depth knowledge of Welsh education system, awareness of different learning styles and nature of pupils, knowledge of MFL-teaching pedagogy and methodology.
  5. CLAs on the other hand bring a wealth of cultural knowledge from China which often proves very popular and motivating for pupils.
  6. For Heads, teacher confidence and competence are key issues. 14-19 Learning Pathways can bring serious challenges in terms of staffing the 30-32 options now offered to pupils post-14 (though in reality the courses actually run are fewer than this).
  7. Catering for pupil demand at a higher level is a concern for teachers engaged in re-training. They may not feel competent to provide such teaching. Realism is required with regards to what can be achieved via this route.
  8. Lorna’s experience could provide the basis for a case study to be included on the CI website, as could the training provided via SSAT and the CI/Hanban. The Hanban model is essentially immersion.

F. Support for Chinese Classroom assistants

Facilitator: Tanya Bevan, British Council

Rapporteur: Hui Hui – Tutor, Cardiff Confucius Institute

Five Chinese classroom assistants were sent to Wales area through the British Council program of Foreign Language Assistants in the UK. The Chinese teaching assistants and schools were asked what kind of challenges they have had and talked about good practice they could share in the future. What support was required by Chinese classroom assistants and what support can be provided from both schools and the British Council? There are three issues we addressed.

1. Chinese classroom assistant living costs in the UK. All the Chinese teaching assistants attending the discussion mentioned that the living costs in the UK are very high compared with the salaries they receive. The most prominent issue is the rent cost; they found it is very difficult for them to find a place to stay with reasonable rent.

Chinese assistants who work in Private schools often have accommodation provided free of charge and it was felt if this was the case then all Chinese assistants should have their rent covered.

The representative of the British Counci,l Tanya Bevan reported that the British Council is in the middle of a funding plan and as part of this she will be collecting more detailed figures of costs (rent and other living costs) to see if there is a way to reduce the cost of living for Chinese assistants.

2. Standard and detailed guidelines for school. Although schools spend a lot of time and effort helping their Chinese teaching assistants settle in the local area it is very time consuming .(accommodation, bank account and other living problems).

It was felt that The British Council should provide more detailed guideline and advice on standard documentation for schools to prepare in advance to ease the process of hosting their Chinese teaching assistants. Help with other issues such as finding accommodation , paying bills and setting up bank accounts would be very helpful

3. Better networks for both teaching assistants and schools. In order to successfully host Chinese classroom assistants and help them feel more at home in Wales, it was suggested that the British Council could organise regular network meetings for Chinese teaching assistants and those schools which hosted the assistants. This would provide a platform for schools and assistants to be able to share Chinese teaching information and experience.

It was suggested that in future, recruitment for Chinese assistants could also take into account those Chinese teachers already in Wales to help to maintain consistency in the teaching of Mandarin in primary and secondary schools in Wales.

The British Council have agreed to organise more regular meetings for Chinese teaching assistants and to provide a more practical and localized induction for them in terms of life in Wales, the Welsh education system and structure and teaching styles and classroom management to fully prepare Chinese teaching assistants for their teaching roles.

G. Getting started with Mandarin and Chinese Culture in schools

Facilitator: Professor Fu, Wales Chine Schools project

Rapporteur: Ailin Hu, Tutor – Cardiff Confucius Institute

  1. Professor Fu started the discussion by sharing Cardiff Confucius Institute experience about teaching Mandarin and Chinese culture. Since introducing Mandarin and Chinese Culture taster sessions 3 years ago, Cardiff Confucius Institute has provided various kinds of school projects to schools including China Days, China Weeks and the 20 hours Welsh Baccalaureate programme.
  2. Other group members shared their experience of teaching Mandarin and Chinese culture within Wales. It was felt that Chinese culture could be brought into other curriculum subjects such as Science and Art, rather than just focussing on single lessons. The need for different year groups to be taught differently was also discussed. It was suggested that younger learners could focus on Chinese activities, whereas older learners could learn more Mandarin.
  3. Professor Fu shared her experience of completing a book project – ‘Exploring China’. The book which has been completed by Professor Fu and four Cardiff Confucius Institute Chinese tutors, includes eight chapters: Land, People, History, Language, Education, Science and Technology, Festival and Tourism. It is a multi-media resource pack outlining Chinese culture and it includes student and teacher books, a CD-Rom and a factsheet to accompany each chapter. The book aims to introduce Chinese culture to primary school pupils with easy words while still retaining the essence of Chinese history and culture.
  4. All group members agreed that cross curricular teaching of Chinese culture will help pupils understand China and promote their interest in learning Mandarin.

 

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