10
Education
The proposed syllabus for this section is a ‘menu’ for ESOL learners working towards Access 3,
Intermediate 1 and Intermediate 2. It is not exhaustive. Below is a suggested list of topics which could be
studied under this section.
The items in bold are those which have teachers’ notes and learners’ activities associated.
■ Education systems in the UK
■ Children’s education (compulsory education, primary and secondary)
■ Getting a place for your child and registering your child at a local school
■ Parents’ involvement in schools
10
■ Parents: rights and responsibilities
■ Helping your child with school work
■ Student progress
■ Access to higher education
■ Study skills: differences, expectations of the education institutions, projects, assignments
■ Adult education (post-16), lifelong learning, basic skills, bite-size courses
■ Routes to further education (NQ courses, IELTS, access courses)
■ Online learning
■ Getting your overseas qualifications recognised
■ Vocational courses
■ Access for All (legislation)
■ Studying ESOL
■ Sources of help and information
235
Section 10: Education
Education
Sources of the material used in this section
■ General information on education was gathered from a variety of sources including the Scottish Executive
(in particular the report, Education and Training in Scotland National Dossier 2004), the Scottish
Executive Education Department (SEED), the Scottish Qualifications Authority (SQA) and Learning and
Teaching Scotland.
■ The sources of the timetable and school reports material are genuine paperwork from primary and
secondary schools, the format of which has been copied to produce practice material.
■ Shawlands Academy in Glasgow supplied many of the source materials for secondary education activities.
■ The ‘Helping with homework’ activity was based on Parentzone materials (see Useful Websites).
■ The ‘Studying ESOL’ section is based on the Scottish Executive commissioned report, National "English
for Speakers of Other Languages" (ESOL) Strategy: Mapping Exercise and Scoping Study, by Catherine
Rice, Neil McGregor, Hilary Thomson and Hiro Udagawa, University of Abertay Dundee.
■ Langside College in Glasgow also supplied materials for the ‘Studying ESOL’ section.
Sources of other useful material
■ Prospectuses and inspection reports from local schools, obtainable from the school or from the Local
Education Authority.
■ Leaflets and guidance information provided by local schools.
■ Reports and timetables from local schoolchildren.
■ Blank versions of paperwork from local schools.
■ Prospectuses from further education colleges and universities.
■ Discussions A–Z Intermediate, Adrian Wallwork (CUP).
■ Education Guide for Refugees and Asylum Seekers, Scottish Executive, 2005.
237
TEACHERS’ NOTES
10
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
Useful Websites
Website
Web address
Description
Basic Skills Agency
www.basic-skills.co.uk
This site supports basic skills in a variety of
useful contexts and links.
www.literacytrust.org.uk/socialinclusion/parents
Offers information for parents with poor literacy
skills, enabling them to help their children and
themselves.
BBC
www.bbc.co.uk/a-z
Search under:
– Education (One Life)
– Education News
– Education (Wales): The School Gate
A useful index section of the BBC Website
showing topics by alphabetical reference, A–Z.
British Dyslexia
Association
www.bdaweb.co.uk/bda
An organisation which aims to help dyslexic
learners and teaching staff with identification
and support. Awareness training/courses for
teachers available.
CRE (The
Commission for
Racial Equality)
www.cre.gov.uk
An organisation promoting equal opportunity for
all.
www.cre.gov.uk/ethdiv/ed_immigrants.html
Pages exploring the history of immigration and
diversity; much usable, useful information on
education.
Department for
www.dfes.gov.uk/citizenship
Education and Skills
The main education site for the citizenship
curriculum; self-evaluation tools and materials.
Education Guardian http://education.guardian.co.uk
The Guardian newspaper’s main education site
on various topics.
Oxfam’s Cool Planet www.oxfam.org.uk/coolplanet
for Teachers
A useful site for teachers and learners bringing
the concept of global citizenship into the
classroom.
Parentzone
Part of Learning and Teaching Scotland: online
service.
www.parentzonescotland.gov.uk
Scottish Executive www.scotland.gov.uk
Scottish government resources and links to
government departments.
Scottish
Qualifications
Authority
238
www.sqa.org.uk
Scotland’s main awarding and accrediting body.
Section 10: Education
Online or downloaded?
Level/adaptability
/observatory – information on literacy and social
inclusion.
Online information on the interactive ESOL
Core Curriculum. Possible to download
information leaflets.
E2+ (
Int 1)
In general very dense text.
/talktoyourbaby – translated into ten languages,
simple text.
Best downloaded.
E2+ (
Int 1)
Education News is primarily a text-based site
with some photos, lots of articles on educationrelated news.
One Life – education is a very interactive site
with lots of online possibilities.
E1+ (
Acc 3)
Information sheets using text only on computing Downloadable fact sheets about dyslexia in
and education for dyslexic sufferers and parents. education and IT skills.
E2+ (
Int 1)
Factsheets including tables and text to give
information on education issues. /gdpract/ed.html – codes and practices for
learning for all. Picture library and archive of adverts online.
E1+ (
Acc 3)
Possible to download text giving statistics and
figures on the contributions made to the UK by
immigration.
Downloadable publications.
More useful for teachers’ own resources/
interest/research information on how to chart
progress in citizenship.
Resources available for all levels to
download.
E1+ (
Acc 3)
Articles updated weekly on a variety of topics
including schools, race.
Weekly online topical cartoons, read today’s
paper online.
Content and level
vary from low E2+
(
Int 1)
Short articles/pieces of text on global resources, Lots of online activities and images. Very
issues, disasters, occurrences rights, and so on. instructive.
E1+ (
Acc 3)
Information on education in Scotland and advice Downloadable fact sheets on how parents
on supporting a child’s learning.
can get involved in their child’s education.
E2+ (
Int 1)
Information on the Scottish education system.
A very comprehensive description on the
Scottish education system is contained in the
‘Education and Training in Scotland National
Dossier 2004’, available as a download.
E3+ (
Int 2)
Information on Scottish education and training
qualifications, including ESOL.
Subject specifications available as
downloads.
Teacher resource
All details were correct at time of publication
239
TEACHERS’ NOTES
Type of resource
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
10.1
Education systems
Entry 1 (
Acc 3)
n/a
Entry 2 (
Acc 3/Int 1)
Entry 3 (
Int 1/Int 2)
Read a text for specific
information.
Give an account.
Read a text for specific
information.
Give an account.
Ask for and give information.
Make comparisons.
Ask for and give information.
Make comparisons.
Suggested procedure (Entry 3)
(
Int 1/Int 2)
■ Ask learners to talk about their own schooling
(what age they started at school, subjects
studied, and so on).
■ Ask learners to look at the types of education
provision. Ask them to match them to age
groups provided (note: there may be no clear
match) and discuss differences between
them. The types of provision could be cut into
cards and physically grouped by learners, or
ordered according to ages.
■ Divide learners into two groups. Ask the first
group to note down what they know about
the education system used in Scotland (ages
of children, stages of education, exams, and
so on). Ask the second to discuss what they
know about the education system used in
England, Wales and Northern Ireland.
■ Give the first group Heather’s account of her
education and the second group Claire’s. Ask
them to compare it to their notes.
■ Pair learners who have been learning about
Scottish education with learners who have
been learning about English. Ask them to
answer the questions about the two systems,
sharing information on the student they have
been reading about.
stronger readers and weaker readers. Give the
stronger readers one of the original texts. Give
the weaker readers the other text, either
simplifying it (for example by giving bare facts on
entry dates, exams, and so on) or giving them
help. Then continue the procedure as above.
■ After finding out about the two education
systems, ask students to make comparative
sentences between Scotland and England,
Wales and Northern Ireland or their own
country (for example ‘In Scotland primary
schooling is longer than in England’).
Language points
Integrate the following specific language points:
■ The language of expressing obligation, for
example ‘Children have to go to primary
school at 5 years’.
■ Comparative forms, for example ‘Primary
school starts later in my country’.
Extension activities
■ Ask learners to write a similar text about
education in their own country, and the
differences between it and the Scottish system
(and what points of each they think are better).
Additional materials needed
■ Introductory information materials from local
primary and secondary schools (optional).
Differentiation
■ If there is a big difference in reading ability or
vocabulary knowledge, divide the group into
two when reading the two original texts –
240
Answers to the questions can be found in the
answers section, p. 319.
Section 10: Education
Look at these types of education provision in Scotland:
secondary school
university
further education
nursery
primary school
after-school
open university
playschool
public school
higher education
college
pre-school
Match the types of education to these ages:
0–5 years
5–11 years
12–16/18 years
16 + years
241
LEARNERS’ ACTIVITY
10.1
Education systems
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.1
Education systems
Read Heather’s description of her school experiences:
I went to primary school in a small village. I started primary one when I was five
years old. We studied a lot of different subjects and each subject began at level
A. We continued these subjects sometimes doing exams until second year at
secondary school when we had reached level E. I started secondary school
when I was 12 years old. I was at a big school in Inverness and was there for
five years. When I was in second year, I had to choose eight subjects for my
Standard Grade exams. We had to choose maths and English but I was able to
choose art, my favourite subject. In fourth year, when I was 16, I passed all my
Standard Grade exams.
I thought about leaving school after my exams but my parents persuaded me
to stay on. In fifth year I sat five National Qualification Higher Grade exams. I
got two As and two Bs and a C. I was really pleased! During the summer, I saw
an advert for a job with a big insurance company. Although I could have
studied Advanced Highers for another year at school and then gone on to
university, I decided I wanted to work in the outside world. The advertised
position was too good an opportunity to miss so I applied and got the job!
Read Claire’s description of her school experiences:
I went to primary school when I was five. We started in reception, then year 1
and continued to year six when we went to secondary school. In year six we
did our SATS exam. My parents then visited different secondary schools and
chose a school which was quite far from my home but it was very well known
for sciences. I’ve always wanted to be an engineer, you see.
At secondary school we had to study lots of compulsory subjects like English,
mathematics, science and physical education (which I hated!). When I was 16,
I sat my GCSE exams. I did really well and got seven As. Then I continued with
three subjects, English, mathematics and physics, for my A-Level exams. I sat
these when I was 18 years old. My grades were good enough for me to go to
university. I’m now studying engineering at the University of Manchester. It’s a
lot of work but I’m sure it’ll be worth it.
242
Section 10: Education
Discuss these questions:
1. When did she start primary school?
2. How long did she study at primary school?
3. Did she sit exams at primary school?
4. What age did she go to secondary school?
5. What subjects did she study at secondary school?
6. What exams did she sit at secondary school?
7. When did she leave secondary school?
8. What is she doing now?
© EMPICS
© EMPICS
243
LEARNERS’ ACTIVITY
10.1
Education systems
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
C
10.2
The school timetable
Entry 1 (
Acc 3)
Read information from a table.
Entry 2 (
Acc 3/Int 1)
Talk about routines, using adverbs
and expressions of frequency.
Discuss differences and
commonalities.
Suggested procedure (Entry 3)
(
Int 1/Int 2)
■ Ask learners to talk about their own children.
■ Ask learners to think of subjects that pupils
learn in school then show them (or read out to
them) the list of subjects on p. 245, and clarify
meaning, using first language where possible.
■ Ask learners what subjects they think are
important/compulsory (there is no fixed
curriculum in Scotland but a school’s S1/S2
curriculum will normally be drawn up using the
whole of the first column and one or two
subjects from the second column or a second
foreign language).
■ Show learners the blank timetable and talk
about what the boxes represent.
■ Give half the learners the page with Makoto’s
timetable at the top (an example of a typical
Standard-grade timetable) and half the
learners the sheet with Sheyda’s timetable at
the bottom of the page (a typical Higher-grade
timetable).
■ Compare the differences and commonalities
between a Standard-grade and Higher-grade
programme of study.
Entry 3 (
Int 1/Int 2)
Talk about routines, using adverbs
and expressions of frequency.
Discuss differences and
commonalities.
■ For the initial matching activity, lower-level
learners could be provided with definitions to
match to the types of education provision.
■ Ask learners in pairs to complete blank
timetables by giving pairs of learners different
timetables and asking them to share
information through asking each other
questions, for example ‘What does Makoto
study on Monday morning?’, and so on.
Language points
Integrate the following specific language points:
■ simple present tense in third person, for
example ‘Sheyda studies English three times a
week. She doesn’t study French.’;
■ present continuous for diary arrangements, for
example ‘Makoto is studying geography on
Tuesday afternoon’;
■ expressions of frequency, for example ‘every
day’, ‘three times a week’;
■ expressions of comparison.
Extension activities
■ Work with authentic school timetables.
■ Ask learners to make a timetable of their own
week, then talk about things they do regularly.
Differentiation
Additional materials needed
■ Ask beginner readers to find and circle the
word ‘English’ every time it occurs, then help
them to note the day and times of the
lessons.
Authentic school timetables (optional).
244
Section 10: Education
School subjects
■
English
■
Latin/classical studies
■
A modern foreign language
■
Health studies
■
Mathematics
■
Drama
■
Science
■
Outdoor education
■
Geography
■
Local/environmental studies
■
History
■
Media studies
■
Home economics
■
Business studies
■
Technical education
■
Gaelic
■
Art and design
■
Social education
■
Music
■
Computing
■
Physical education
■
Religious and moral education
245
LEARNERS’ ACTIVITY
10.2
The school timetable
Citizenship materials for ESOL learners in Scotland
The school timetable
Blank timetable
8.55
Period
1
9.05
Period
Period
2
3
10.00 10.55 11.10
Period
4
12.05
1.00
Period
5
1.55
Period
6
2.50
Period
5
1.55
Period
6
2.50
Mon
Thur
Lunch
Break
Wed
Registration
Tues
Fri
Makoto’s timetable
Period
4
12.05
Mon
English
Maths
Drama
Tues
Chemistry
Drama
French
Maths
Maths
English
History
English
8.55
Wed
Thur
Fri
246
Physical
Education
History
French
Drama
Chemistry
Music
Physical
Education
Chemistry Art and
Design
1.00
Lunch
Period
Period
2
3
10.00 10.55 11.10
Break
Period
1
9.05
Registration
LEARNERS’ ACTIVITY
10.2
Personal & French
Social Ed.
Music
Art and
Design
English Religious
Studies
History
Art and
Design
Music
Maths
Section 10: Education
Sheyda’s timetable (S5)
Mon
Registration
Thur
Fri
Biology
Biology
Biology
Geography
ICT
Geography
Break
Home
Home
Economics Economics
Maths
English
Tues
Wed
Period
Period
2
3
10.00 10.55 11.10
Period
4
12.05
English
English
Geography
Biology
English
Maths
1.00
Lunch
8.55
Period
1
9.05
Personal &
Home
Social Ed. Economics
Maths
Maths
Period
5
1.55
Period
6
2.50
Physical
Education
Maths
ICT
Home
Economics
English
Physical
Education
Geography
ICT
ICT
Home
Economics
Period
5
1.55
Period
6
2.50
Blank timetable
8.55
Period
1
9.05
Period
Period
2
3
10.00 10.55 11.10
Period
4
12.05
1.00
Mon
Thur
Lunch
Break
Wed
Registration
Tues
Fri
247
LEARNERS’ ACTIVITY
10.2
The school timetable
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
10.3
Pupil progress (Primary)
Entry 1 (
Acc3)
Talk about a child’s likes and
dislikes.
Entry 2 (
Acc3/Int1)
Ask and answer questions
about how well someone can
do something.
Suggested procedure (Entry 3)
(
Int1/Int2)
■ Introduce the subject of parents’ evenings.
Ask if any learners have attended a parents’
evening and their thoughts on it.
■ Ask learners to create questions they could
ask a teacher at a parents’ evening.
■ Look at the responses given by a teacher. Ask
learners to produce questions which would
provoke the responses given. Compare the
original questions with the questions given.
■ Review the report. Help learners navigate the
format and elicit/explain the meanings of key
vocabulary, for example ‘outcome’,
‘competent’ and ’limited progress’. Elicit
learners sentences based on: ‘She’s (not)
good at…’.
■ Ask learners to complete the comprehension
questions.
■ Pair learners so that they can role-play a
parents’ evening using as a basis the report
and the questions they created earlier.
Differentiation
■ Lower-level learners could be given jumbled
questions to match to the teacher’s
responses.
■ Stronger learners can complete the ‘General
comments and next steps’ box on the pupil
report with appropriate comments based on a
full reading of the report.
■ Show lower-level learners the picture and
dialogue frame on p. 255. Practice ‘She
likes/doesn’t like’. Ask them to talk about the
likes and dislikes of their children, brothers
and sisters or themselves. Ask learners to
write sentences about likes and dislikes.
248
Entry 3 (
Int1 and Int2)
Ask questions about a child’s
education progress.
Describe how well someone
can do something.
■ Introduce the question, ‘Is s/he good at…?’
and practise. Then ask learners to practise
asking and answering the question, using a
simplified school report as a cue. Show
learners the frame for role-play and practise
the language, without reading.
■ During the question and answer activity,
beginner readers can use cards with only ‘yes’
or ‘no’, which they keep and pick up when
they are asked a question.
■ Ask a confident learner to demonstrate the
role-play with you, and then ask learners to
work in pairs, encouraging the more confident
speakers to expand on the language in the
frame on p. 255.
Language points
Integrate the following specific language points:
■ simple present tense in first and third person
and contracted forms, for example ‘doesn’t’;
■ present perfect to describe a pupil’s progress
up to the present moment, for example ‘Sara
has studied the environment’.
■ Modal verbs of obligation, necessity and
advice, for example ‘Sara needs to practise
her spelling more’.
Additional materials needed
■ A simplified pupil report listing subjects and
marks for very good, good, and so on.
■ Actual pupil reports (optional).
Answers to the questions can be found in the
answers section, p. 319.
Section 10: Education
10.3
Attending a parents’ evening
At a parents’ evening you can talk to your child’s teacher and share information about your
children. You and the teacher can discuss the pupil’s report.
Parents can ask questions about how well your child is doing at school. The teacher will
say what things your child is good at and what things your child needs to improve on. The
teacher can give information on what your child will study in the future.
Here are pictures of parents’ evenings.
249
LEARNERS’ ACTIVITY
Pupil progress (Primary)
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.3
Pupil progress (Primary)
At most parents’ evenings you only have about ten minutes to speak to the teacher. What
questions could you ask?
1. …………………………………………………………………………………………?
2. …………………………………………………………………………………………?
3. …………………………………………………………………………………………?
4. …………………………………………………………………………………………?
5. …………………………………………………………………………………………?
6. …………………………………………………………………………………………?
250
Section 10: Education
10.3
A teacher told a parent these things about her daughter, Sara. What questions did the
parent ask?
1. …………………………………………………………………………………………?
“Your child seems fine. She enjoys school and likes learning.”
2. …………………………………………………………………………………………?
“She is popular. She interacts well with the other children in the class and she
isn’t afraid to ask questions when she doesn’t understand. She’s confident in
dealing with other people.”
3. …………………………………………………………………………………………?
“Her language work is very good. Her writing is good too and is always neat and
easy to read. Her maths needs to improve but she is slowly making progress. She
needs to practise her arithmetic more. She seems to enjoy imagination activities
more than factual things.”
4. …………………………………………………………………………………………?
“She works slowly but steadily. She isn’t the fastest in the class but she always
tries her best. That’s all we can ask.”
5. …………………………………………………………………………………………?
“Her progress is fine and what we would expect. She is improving in all areas and
has no major problems.”
6. …………………………………………………………………………………………?
“You could work with her on her maths. Go over simple sums with her and the
homework she gets from me every week. You could also encourage her to read
more. Take her to the library and find out what type of books she likes.”
251
LEARNERS’ ACTIVITY
Pupil progress (Primary)
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.3
Pupil progress (Primary)
A pupil report
Look at Sara’s report:
St Andrew’s Primary School
Pupil Progress Report
Pupil: Sara Khan
Class: P4
Teacher: Mr Jackson
Language
OUTCOMES
Listening
Talking
Reading
Writing
Working at Level:
B
B
C
B
Strengths and areas for development:
National Test
Level: B
Level: A
Sara enjoys reading alone and in class. She always takes part in discussions. Her work is neat and easy
to read. She needs to improve her punctuation, especially her use of capital letters.
Mathematics
Working at level: B
National Test:
Level: A
OUTCOMES
Showing strengths
Competent
Limited progress
Information handling
✔
Money, number and measurement
✔
Shape, position and movement
✔
Problem solving and enquiry
✔
Strengths and areas for development:
Sara has shown enthusiasm but has struggled to understand problem solving and work independently.
She still needs to learn how to use different strategies to solve problems.
Expressive Arts
COMPONENTS
Programme level Showing strengths
Component
Limited progress
Art & Design
B
✔
Music
B
✔
Drama
B
✔
Physical Education
B
✔
Strengths and areas for development:
Sara has participated in all the expressive arts programme. She has been using painting, drawing, printing
and collage. In Drama she has enjoyed role-play and in Physical Education she practiced ball games. In
Music she is able to sing as part of a group.
252
Section 10: Education
A pupil report (continued)
Environmental Studies
COMPONENTS
Programme level Showing strengths
Component
Limited Progress
Social Subjects
B
✔
Science & Technology
B
✔
Health Education
C
✔
Information Technology
B
✔
Strengths and areas for development:
In social subjects, Sara has learned about recycling and protecting the environment. She has seen how
people use technology to meet their needs. She is aware of the need to keep healthy through eating and
exercising properly. In Information Technology, she has worked on graphics but needs more practice in
using a keyboard.
Religious and Moral Education
Programme Level: B
Christianity, World Religions, Personal Search
Comment:
Sara has developed an understanding of the needs of others through stories with morals.
Personal and Social Development
Comment:
Sara is a very polite and well-mannered girl. She is a quiet and friendly girl who shows interest in her work.
Effort
VG
Behaviour
VG
Homework VG
VG – Very good
S – Satisfactory
NI – Needs improvement
General comments and next steps:
Attendances
200
Absences
Class teacher signature
4
Latecomings
1
Head teacher signature
253
LEARNERS’ ACTIVITY
10.3
Pupil progress (Primary)
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.3
Pupil progress (Primary)
Pupil report questions
1. What Primary is Sara in?
2. In Language did Sara do any national tests?
3. What is she best at in Language?
4. Was there a test in Mathematics?
5. What is she best at in Mathematics?
6. What does the teacher want Sara to do in Mathematics?
7. Is she better at Drama than Music?
8. What did she study in Health Studies?
9. What does NI stand for?
10. How many times was Sara late for school?
The ‘General comments and next steps’ box is empty. Look at Sara’s report and make
comments in the box.
254
Section 10: Education
The parents’ evening
English
Maths
Music
Information
Technology
Say your name:
Hello, my name is Mr Khan. I’m Sara’s father.
Ask questions:
Is she good at maths?
Tell the teacher something:
She likes music.
255
LEARNERS’ ACTIVITY
10.3
Pupil progress (Primary)
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
10.4
Entry 1 (
n/a
Pupil progress (Secondary)
Acc 3)
Entry 2 (
n/a
Suggested procedure (Entry 3)
(
Int 1/Int 2)
■ Ask learners to read the comments made by
David, his teacher and his careers adviser.
■ Ask learners to discuss what career David
might choose and what subjects they think
David should study for this.
■ Review the course planning form. Ask
learners to fill in the table with the five
compulsory subjects; Mathematics, English,
Physical Education, Religious Studies,
Personal and Social Care.
■ Pair learners and ask them to complete the
course planning form for David by selecting
a further six subjects, one from each box.
Check learners understand the subject
names on the form.
■ Ask learners to feed back to other class
members the programme chosen for David
and the reasons why they decided on those
particular subject choices.
256
Acc 3/Int 1)
Entry 3 (
Int 1/Int 2)
Discuss knowledge requirements
for a particular career.
Differentiation
■ Rather than focus on David, learners could
choose subjects for their own, or a chosen
profession.
Language points
Integrate the following specific language points:
■ present simple to describe a person, for
example ‘David likes doing things’;
■ attributes required for specific occupations, for
example ‘Doctors need to know biology’.
Extension activities
■ Make up a prospective timetable for David.
Additional materials needed
■ Students with secondary age children could
bring in timetables belonging to their children.
Section 10: Education
10.4
Choosing exam subjects
David is in 2nd year of secondary. His school asked him to choose six subjects for the
exams he will sit at the end of the year when he is 16. Read the information below and
then give him advice on the subjects you think he should study.
This is what David says about his studies:
“I like doing things. I’m not that great at sitting and studying. I’m ok at maths and
English but I really like computing and art. I also like biology and geography. I’m not
keen on history at all and my French isn’t very good. I like physical education,
except in the winter when it’s freezing cold!”
This is what his teachers say:
“David is a good student. He always tries hard and is interested in learning. He
could practise more at maths and he knows that he needs to do more work on his
foreign language. However, his results for biology were top of his class. Overall, he
seems stronger in science subjects but one of his favourite subjects is art.”
His careers teacher gave this advice:
“I spoke to David about what jobs he would like to do. He didn’t have a specific
career in mind, but he did say he’d like a job which used computers. He also
wanted to use his strengths in sciences. He said he definitely didn’t want a job that
involved sitting behind a desk. I suggested to him that he might think about a career
in medicine or scientific research.”
Use the table on the next page to select a programme of study for David.
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LEARNERS’ ACTIVITY
Pupil progress (Secondary)
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.4
Pupil progress (Secondary)
Choosing exam subjects (continued)
S2 course planning form
Name: David Lee
Class: S2
Languages
French
German
Spanish
Latin
Gaelic
Urdu
Social subjects
Classical Studies
Geography
History
Modern Studies
Religious Studies
Scientific subjects
Biology
Chemistry
Physics
Technological activities
Administration
Computing Studies
Graphic Communication
Home Economics
Music
Physics
Creative and aesthetic
Art
Craft and Design
Drama
Home Economics
Music
PE Studies
Elective
French
German
Spanish
Latin
Gaelic
Urdu
Biology
Chemistry
Physics
Classical Studies
Geography
History
Modern Studies
Religious Studies
Instructions to pupils using the course planning form
1. All pupils must take English and Mathematics (four periods each per week)
2. All pupils will receive two periods Physical Education, one period Religious Studies,
one period Personal and Social Education.
Subjects chosen
Write in the table the subjects you have chosen to study in 3rd and 4th years.
1
4
7
10
2
5
8
11
3
6
9
12
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Section 10: Education
10.4
259
LEARNERS’ ACTIVITY
Pupil progress (Secondary)
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
Hl
10.5
Entry 1 (
Helping with homework
Acc 3)
Entry 2 (
Acc 3/Int 1)
Entry 3 (
Int 1/Int 2)
Give advice on doing something. Give advice on how something
should be done.
Suggested procedure (Entry 3)
(
Int 1/Int 2)
■ Discuss the statement; ‘Parents and families
have a bigger effect on children’s lives than
school’.
■ In groups discuss homework in relation to the
question word prompts (‘Why should children
do homework?’; ‘Where should they do their
homework’; ‘How should they do their
homework?;’ and ‘When should they do their
homework?’).
■ Match example answers to the homework
questions (the example answers could be cut
into cards with each learner given one to
read).
■ Learners compare answers and discuss
whether they agree with the advice given.
Differentiation
■ Rather than the presented discussion
statement, learners could discuss, ‘Is
homework good?’
■ It may be necessary to simplify the language
used in the matching answers.
Language points
Integrate the following specific language points:
■ language for giving advice, for example
260
‘Children should do homework every evening’;
■ passive constructions could be practised, for
example ‘Homework should be done in a
quiet room’.
Extension activities
■ Students could order the advice cards
according to which they think is best.
■ Students could discuss the type of self-study
they do for their own ESOL studies.
Additional materials needed
■ For reference purposes, the government has
guidelines for how much work children of
different ages should do and these are:
– P1 and P2: one hour per week;
– P3 and P4: 90 minutes per week;
– P5 and P6: 30 minutes a day;
– P7 and S1: 45–90 minutes a day;
– S2: 60–120 minutes a day;
– S3 and S4: 90–150 minutes a day;
– S5 and S6: depends on individual programmes.
Answers to the questions can be found in the
answers section, p. 319.
Section 10: Education
10.5
Homework
Do you think the following statement is true?
“Parents and families have a bigger effect on children’s lives than school.”
Look at the pictures and questions below. Discuss them with your group.
261
LEARNERS’ ACTIVITY
Helping with homework
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.5
Helping with homework
Which question do these sentences relate to?
1.
2.
Make sure you have a flat surface,
lots of light, and pens and pencils.
3.
Set up a daily routine or make
a homework timetable so you
both know when to study.
4.
Choose a quiet room away
from the television and noisy
brothers and sisters.
5.
Ask your child to explain the
homework task and what it
connects to at school.
6.
Help your child to become an
independent learner and explain
how to look up information in a
dictionary or on the Internet rather
than simply giving an answer.
7.
8.
Homework helps children become
more independent and take
responsibility for their own learning.
Do you agree with the advice on each card?
262
It’s a good idea if your child has
a break and something to eat
before starting on homework.
Homework helps children practise
and build on what they have
learned at school.
Section 10: Education
10.5
263
LEARNERS’ ACTIVITY
Helping with homework
Citizenship materials for ESOL learners in Scotland
TEACHERS’ NOTES
10.6
Entry 1 (
n/a
Studying ESOL
Acc 3)
Entry 2 (
Acc 3/Int 1)
Read for specific information.
Read course descriptions.
Complete an application form.
Suggested procedure (Entry 2)
(
Acc3/Int 1)
■ Write ‘ESOL’ on the board, and ask if learners
know what it stands for.
■ Ask them to read the text on p. 265.
■ Ask learners to work in groups, discussing the
‘Think about yourself’ questions on p. 267, or
ask them to fill in a questionnaire. Choose the
activity depending on how well they know
each other, and whether you feel they might
find the answers to some questions
embarrassing. Take feedback with sensitivity
to the fact that some learners may not wish to
share all their information.
■ Explain that learners are going to read some
statements from people who have worries and
concerns about their ESOL studies.
■ Ask learners to work in pairs, then allocate
one ‘statement of worry’ to each pair.
■ Ask the pairs to decide what they would say
to reassure the person. Report back to the
whole class.
■ Show learners the ESOL course descriptions.
■ Ask learners to discuss the ESOL descriptions
and apply for one of these courses using the
model enrolment form (discuss the enrolment
form beforehand, eliciting the type of
information required for each field, for example
the kind of information that can be put in the
‘Other information’ box).
Differentiation
■ Give more than one ‘statement’ to stronger
pairs.
264
Entry 3 (
Int 1/Int 2)
Read for specific information.
Give an explanation.
Proofread writing by self and others.
Read course descriptions.
Complete an application form.
■ Ask them to write a reply to the worried person.
■ Ask them to discuss or to work individually on
the self-assessment.
■ Discuss the importance of planning and
proofreading, and give examples of planning
diagrams or lists.
■ Give learners copies of an anonymous piece
of writing by a learner and ask them to assess
it in the light of the checklist and to write a
better version. Ask them to do the same with
a past piece of their own writing.
■ For lower-level learners, it may be necessary
to simplify the course descriptions.
Language points
Integrate the following specific language points:
■ language for reassurance;
■ language for explanation, for example ‘The
reason you have to … is …’;
■ numbers – the numbers in the text could be
removed to create a matching activity and
focus on their use.
Extension activities
■ Discuss the principles of adult participatory
education and compare it with the education
of children.
■ Discuss strategies for working independently
on writing.
■ Learners could look at vocational courses in a
college or university prospectus and then
complete an application form for a course.
Additional materials needed
■ Prospectuses from colleges or universities.
Section 10: Education
10.6
ESOL stands for ‘English for Speakers of Other Languages’. Learners of all nationalities
who have come here to study or work or as refugees attend full- and part-time courses, to
find work or college or university places and to settle in Scotland and make friends. In
2004 the Scottish Executive produced a report on ESOL in Scotland. Here are some facts
from the report:
Who are the learners?
The population of potential ESOL learners in Scotland is around 50,000. However, in 2004
just over 9000 learners attended over 700 courses or learnt with a home tutor. Sixty-six
per cent of these learners were female.
Of the learners enrolled in 2004, 10 per cent were international fee-paying students, 29
per cent were EU citizens, 22 per cent were refugees or asylum seekers and 26 per cent
were settled ethnic minority residents. Nearly two-thirds of all ESOL students study in
Edinburgh and Glasgow but ESOL classes are run in almost every council area.
Where do people study ESOL?
ESOL is delivered by further education (FE) colleges, council departments of community
learning and development and voluntary organisations. Eighty per cent of learners
attended classes delivered by FE, either in colleges or in outreach classes sited in
community centres. The great majority of students are part time and 25 per cent attend
classes for five hours or less per week.
Most classes offer a general English syllabus, although there are other courses such as
English for work, English for study and ESOL literacy classes.
Why do people study ESOL?
There are many different reasons. In the 2004 report, more learners gave as a reason for
learning English ‘to be more independent’, than any other (58 per cent). Fifty-five per cent
chose ‘to apply for a job or a better job’ and ‘to make friends with English-speaking
people’. Around half of the learners have dependent children, and the biggest problem for
people trying to attend ESOL classes was finding childcare. Other obstacles included
appointments, especially for asylum seekers.
Talk about yourself:
■
■
■
■
■
Which description above best fits your situation?
What are your aspirations? What are your reasons for learning English?
How many years did you study in your country of origin?
Did you study English?
How many languages do you speak? How many do you read and write?
265
LEARNERS’ ACTIVITY
Studying ESOL
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.6
Studying ESOL
I only study English one
morning a week. I think it
will take a long time for
my English to improve.
What can I do to improve
my English more quickly?
I am so worried. I went
to the English class on
the first day, and the
teacher gave us a test.
I made lots of mistakes.
I am sure the teacher
thinks I am no good.
When my teacher speaks
in class I can understand
him, but when I try to talk
to people in the street, I
have real problems
understanding them.
They talk so fast!
The teacher has made
an appointment with me
to go over my ‘Learner
Action Plan’. What have I
done wrong? Does she
think I need special
attention?
I am worried because my
writing is not as good as
my speaking. I have no
real problems with
speaking and listening,
but writing, especially
spelling, gives me real
problems. Is this normal?
The teacher has asked us
all what we think we need
to learn. What is wrong?
She is the teacher. Surely
she should know what
we need.
266
Section 10: Education
ESOL qualifications
There are many different types of ESOL qualifications. In Scottish education, the main
qualifications are provided by the Scottish Qualifications Authority (SQA). The SQA ESOL
qualifications start at Access 2 level and progress to Higher level. There are also many
other internationally accredited ESOL exams. Some exams, like Academic IELTS, are
good for people going to university, while others, like a Cambridge First Certificate exam,
test general English.
The ‘writing’ section of an SQA ESOL exam
These are some of the writing skills that are important in an SQA Intermediate 1 ESOL unit:
■ plan, draft and check writing;
■ proofread and check;
■ have clear and legible handwriting;
■ use punctuation and lower and upper case accurately;
■ have few mistakes in grammar and spelling;
■ use correct layout.
Think about yourself
When you are going to write something,
do you make a plan first?
If so, is it more like a diagram or a list?
Always
Usually
Sometimes
Never
Do you proofread and check your own
work when you finish, and correct your
own mistakes?
Always
Usually
Sometimes
Never
Is your sentence grammar accurate?
Always
Usually
Sometimes
Never
Is your spelling accurate?
Always
Usually
Sometimes
Never
Is your handwriting easy to read?
Always
Usually
Sometimes
Never
267
LEARNERS’ ACTIVITY
10.6
Studying ESOL
Citizenship materials for ESOL learners in Scotland
LEARNERS’ ACTIVITY
10.6
Studying ESOL
ESOL courses
ESOL courses
General ESOL
Academic English
Course content:
■ General courses for overseas, European
Union and ethnic minority students.
■ Examination preparation, with a range of
workshops focusing on reading, writing,
grammar, study skills, and literacy.
■ ICT integrated into the curriculum.
Duration:
■ Three 12-week blocks from August to mid-June,
with two-week vacations over Christmas and
Easter. Classes last two-and-a-half hours.
Attendance:
■ Full-time
■ Part-time
ESOL plus Computing
Course content:
■ Two sessions of General English
and three sessions of Computing
per week. Computing components
include: Word; Spreadsheets;
Internet; Web-page Design;
Excel; and Programming.
Preferred entry qualifications:
■ No formal computing
qualifications are required.
■ Minimum English level: Intermediate.
Duration:
■ One year
Attendance:
■ Part-time
Possible progression routes:
■ Access to HNC Computing
268
Course content:
■ English for academic purposes. Emphasis is
given to reading and writing skills.
Authentic academic texts are used as
English language learning material.
Additional tuition on study skills.
Preferred entry qualifications:
■ Minimum English level: Upper Intermediate.
Assessment:
■ IELTS (International English Language
Testing System) exam.
ESOL Summer
School
Course content:
■ Four-week General
English course, topicbased, will include
Intermediate-level
grammar. Excursion each
Friday.
Preferred entry
qualifications:
■ Pre-Intermediate level.
Assessment:
■ A certificate at the end
of the course.
Possible progression routes:
■ Vocational study
■ University or higher education
ESOL plus Beauty
Course content:
General English, English for
Beauty, and English for IT.
Beauty components: facial hair,
eye treatments, and depilation.
Preferred entry qualifications:
■ Minimum English level:
Pre-Intermediate
Assessment:
■ Continuous
■ No final examination
Duration:
■ One year
Attendance:
■ Part-time
Possible progression routes:
■ NQ Beauty
Section 10: Education
Course application form
Name of course:
Full time
Personal details
Surname:
Mr
Mrs
Daytime telephone:
Email address:
Address:
Part time
Flexible learning
First names:
Miss
Ms
Date of birth:
Evening telephone:
Postcode:
Qualifications achieved/pending
Subject
Level
Year
Other relevant information
Please give any further information to support your application (e.g. reasons for course
choice, details of career you intend to follow, relevant experience, etc.)
Do you have a disability or learning need?
Yes
Applicant’s signature
Date:
No
269
LEARNERS’ ACTIVITY
10.6
Studying ESOL