quality standards framework: english language quality standards programme, british council
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ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME
QUALITY STANDARDS FRAMEWORK
www.britishcouncil.in
July 2014 - June 2015
Headline standards
Focus areas
Programme
design
Teachers and
teaching
Resources for
learning
Management
The Quality Standards Framework can be viewed on www.britishcouncil.org.in/english-quality-standards
Standards
1. Programmes of study are relevant to the age,
level and expressed needs of the students.
2. Reliable and valid assessment (including self-
assessment) is integrated into the programme.
3. Teachers are appropriately qualified and have
an appropriate language level for the teaching
of English.
4. Teachers have appropriate knowledge, skills
and awareness to plan and deliver classes
effectively in line with the programme of
study.
5. Teachers benefit from appropriate
professional development opportunities.
6. Appropriate materials and resources are in
use to meet the needs of the students in
reaching the objectives of the programme.
7. Class size and the layout of the classroom are
appropriate to the needs of the students and
the activities and outcomes planned for the
lesson.
8. Transparent and effective management
systems are in use to ensure provision is in
line with stated standards, and to review and
develop provision.
9. Relevant feedback is gathered systematically
and used to inform provision.
10. Actual provision matches advertised provision.
Foundation
The school
shows an
awareness of
the ways in
which their
provision
could be
developed.
Level 2
The school
demonstrates
an
understanding
of the
processes
needed to
develop their
provision.
Level 3
The school is
engaged with
the processes
of developing
excellence in
their provision.
Level 4
The school has
integrated
systems and
processes for
ensuring
excellence in
their provision.
The school
reaches the
standard
required for
membership of
the English
Language
Quality
Standards
Membership
Network.
Level 5
Provision is
exemplary and
provides
leadership to
the sector in
the setting of
standards.
1
Headline standards
Focus areas
Programme
design
Teachers and
teaching
Resources for
learning
Management
The Quality Standards Framework can be viewed on www.britishcouncil.org.in/english-quality-standards
Standards
1. Programmes of study are relevant to the age,
level and expressed needs of the students.
2. Reliable and valid assessment (including self-
assessment) is integrated into the programme.
3. Teachers are appropriately qualified and have
an appropriate language level for the teaching
of English.
4. Teachers have appropriate knowledge, skills
and awareness to plan and deliver classes
effectively in line with the programme of
study.
5. Teachers benefit from appropriate
professional development opportunities.
6. Appropriate materials and resources are in
use to meet the needs of the students in
reaching the objectives of the programme.
7. Class size and the layout of the classroom are
appropriate to the needs of the students and
the activities and outcomes planned for the
lesson.
8. Transparent and effective management
systems are in use to ensure provision is in
line with stated standards, and to review and
develop provision.
9. Relevant feedback is gathered systematically
and used to inform provision.
10. Actual provision matches advertised provision.
Foundation
The school
shows an
awareness of
the ways in
which their
provision
could be
developed.
Level 2
The school
demonstrates
an
understanding
of the
processes
needed to
develop their
provision.
Level 3
The school is
engaged with
the processes
of developing
excellence in
their provision.
Level 4
The school has
integrated
systems and
processes for
ensuring
excellence in
their provision.
The school
reaches the
standard
required for
membership of
the English
Language
Quality
Standards
Membership
Network.
Level 5
Provision is
exemplary and
provides
leadership to
the sector in
the setting of
standards.
1
The role of the reviewer is to assess the English language provision of the school on a typical working day.
Standards are assessed by the reviewers on the basis of evidence submitted in advance or presented or
collected during their visit to a school. Three types of evidence are used, and these are triangulated i.e. evidence
of one type is used to confirm or challenge evidence of another type in relation to a specific standard.
The three types of evidence are:
Ÿ documentary: evidence derived from the study of documents produced by the school to explain and support
their policies and procedures.
Ÿ interview: evidence provided by meetings with key members of management and teaching staff, with students,
and with parents.
Ÿ observation: evidence collected by observation of the school in action, primarily the observation of English
language classes.
For each standard the type of evidence which is taken into account is specified. On the basis of this evidence,
reviewers assess the provision as being at Foundation Level, Level Two, Level Three, Level Four, or Level Five in
relation to the standard.
Assessing standards
OVERVIEW
32
The detailed description within each standard is based on the following quality drivers:
Ÿ There are systems in place and in use.
Ÿ The systems are formalised and transparent.
Ÿ The systems are understood by students, teachers, management and other stakeholders.
Ÿ Responsibilities for the successful management and implementation of the systems are clearly defined.
Ÿ The learner is at the centre of provision and empowered to take responsibility for his or her own learning.
Ÿ Learner outcomes are defined in relation to the CEFR.
Ÿ Provision takes account of individual learners and not just groups of learners.
Ÿ Student satisfaction is the main determinant of success.
Ÿ Stakeholder satisfaction is a determinant of success.
Rationale underpinning the differentiation
between the levels of quality
The role of the reviewer is to assess the English language provision of the school on a typical working day.
Standards are assessed by the reviewers on the basis of evidence submitted in advance or presented or
collected during their visit to a school. Three types of evidence are used, and these are triangulated i.e. evidence
of one type is used to confirm or challenge evidence of another type in relation to a specific standard.
The three types of evidence are:
Ÿ documentary: evidence derived from the study of documents produced by the school to explain and support
their policies and procedures.
Ÿ interview: evidence provided by meetings with key members of management and teaching staff, with students,
and with parents.
Ÿ observation: evidence collected by observation of the school in action, primarily the observation of English
language classes.
For each standard the type of evidence which is taken into account is specified. On the basis of this evidence,
reviewers assess the provision as being at Foundation Level, Level Two, Level Three, Level Four, or Level Five in
relation to the standard.
Assessing standards
OVERVIEW
32
The detailed description within each standard is based on the following quality drivers:
Ÿ There are systems in place and in use.
Ÿ The systems are formalised and transparent.
Ÿ The systems are understood by students, teachers, management and other stakeholders.
Ÿ Responsibilities for the successful management and implementation of the systems are clearly defined.
Ÿ The learner is at the centre of provision and empowered to take responsibility for his or her own learning.
Ÿ Learner outcomes are defined in relation to the CEFR.
Ÿ Provision takes account of individual learners and not just groups of learners.
Ÿ Student satisfaction is the main determinant of success.
Ÿ Stakeholder satisfaction is a determinant of success.
Rationale underpinning the differentiation
between the levels of quality
The programmes of study consist of the learning outcomes which the students
should achieve (in relation to skills, knowledge, strategies, awarenesses) and the
learning opportunities (whole class sessions / individual or small group sessions /
self-access or guided learning) which the school makes available.
This standard describes expectations in the area of the design, content, delivery
mode and review of each programme of study. Essential features at Level Four
and above are that programmes demonstrate clear progression from level to
level, and that the learning outcomes which are to be achieved at each level are
clearly specified. Learning outcomes and the programme of study should be
based on a formal analysis of student needs, and take account of the age range,
interests, language ability and learning styles of students. There is a balanced
range of learning opportunities which includes the use of integrated digital
platforms. Outcomes are mapped against the Common European Framework of
Reference for Languages (CEFR). Teachers are using the programme
systematically to inform the content of their lessons and any in-class assessment
activities. See below for the full requirements.
Standard Programmes of study are relevant to the age, level and expressed needs of the students.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is an overall structure which shows a clear progression between the programmes of study at different levels. The learning outcomes which
are to be achieved at each level are clearly specified. At each level the learning outcomes and the programme of study are based on a formal
analysis of the needs of the students, and are adapted to their age, background, learning styles and proficiency levels. Learner outcomes, linked
to the CEFR, are clearly defined. The programme of study takes into account different learning styles within the student population and makes a
balanced range of learning opportunities available. Learning opportunities include use of integrated digital platforms. The programme is
formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the
content of any in-class assessment activities. Responsibility for the design and review of the programme of study is clearly defined. Reviews are
carried out on a regular basis. Feedback gathered formally from students demonstrates satisfaction with the programme of study.
Level Three There is an overall structure common to programmes of study at different levels. At each level the programme of study is based on the
perceived needs of the students, and takes account of their age, background, and proficiency level. Learner outcomes are defined. The
programme of study makes a range of learning opportunities available. The programme is publicly available. Teachers are generally using the
programme of study to inform the content of their lessons and the content of any in-class assessment activities. Reviews are carried out.
Feedback from students demonstrates satisfaction with the programme of study.
Level Two At each level the programme of study is based on the perceived needs of the students, and makes a range of learning opportunities available.
Teachers are generally using the programme of study to inform the content of their lessons and the content of any in-class assessment activities.
Reviews are carried out.
Foundation The structure of the programme of study may be provided by the coursebook only.
Standards in detail: PROGRAMME DESIGN 1. PROGRAMMES OF STUDY
54
Assessing the standard in relation to Programmes of study
Type of evidence
Documentary
Curriculum / syllabus objectives and intended learner
outcomes at each level (mapped against the CEFR).
Specification of content at each level linked to objectives
showing links to previous level.
Statement of the type of learning opportunities to be
provided at each level linked to specific objectives.
Guidance on ways of working with the syllabus to provide for
students with different learning styles / needs.
Evidence of student feedback / input into the syllabus.
Evidence of review and development of the syllabus.
Observation
Observation of classes to focus on the
match between syllabus specification and
what takes place in the classroom.
Lesson plan makes specific reference to
syllabus fit.
Availability and use of digital media.
Interview
Academic manager to explain the development
of the syllabus and procedures for evaluation
and review.
Teachers to clarify their understanding of the
present syllabus and its role.
Teachers to describe the guidance they receive
on syllabus matters and their input into review
and development.
Students to clarify their understanding of the
present syllabus and the objectives they are
working towards.
Students to clarify their input into review and
development.
Parents to clarify their understanding of the
current syllabus and the objectives their
children are working towards.
The programmes of study consist of the learning outcomes which the students
should achieve (in relation to skills, knowledge, strategies, awarenesses) and the
learning opportunities (whole class sessions / individual or small group sessions /
self-access or guided learning) which the school makes available.
This standard describes expectations in the area of the design, content, delivery
mode and review of each programme of study. Essential features at Level Four
and above are that programmes demonstrate clear progression from level to
level, and that the learning outcomes which are to be achieved at each level are
clearly specified. Learning outcomes and the programme of study should be
based on a formal analysis of student needs, and take account of the age range,
interests, language ability and learning styles of students. There is a balanced
range of learning opportunities which includes the use of integrated digital
platforms. Outcomes are mapped against the Common European Framework of
Reference for Languages (CEFR). Teachers are using the programme
systematically to inform the content of their lessons and any in-class assessment
activities. See below for the full requirements.
Standard Programmes of study are relevant to the age, level and expressed needs of the students.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is an overall structure which shows a clear progression between the programmes of study at different levels. The learning outcomes which
are to be achieved at each level are clearly specified. At each level the learning outcomes and the programme of study are based on a formal
analysis of the needs of the students, and are adapted to their age, background, learning styles and proficiency levels. Learner outcomes, linked
to the CEFR, are clearly defined. The programme of study takes into account different learning styles within the student population and makes a
balanced range of learning opportunities available. Learning opportunities include use of integrated digital platforms. The programme is
formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the
content of any in-class assessment activities. Responsibility for the design and review of the programme of study is clearly defined. Reviews are
carried out on a regular basis. Feedback gathered formally from students demonstrates satisfaction with the programme of study.
Level Three There is an overall structure common to programmes of study at different levels. At each level the programme of study is based on the
perceived needs of the students, and takes account of their age, background, and proficiency level. Learner outcomes are defined. The
programme of study makes a range of learning opportunities available. The programme is publicly available. Teachers are generally using the
programme of study to inform the content of their lessons and the content of any in-class assessment activities. Reviews are carried out.
Feedback from students demonstrates satisfaction with the programme of study.
Level Two At each level the programme of study is based on the perceived needs of the students, and makes a range of learning opportunities available.
Teachers are generally using the programme of study to inform the content of their lessons and the content of any in-class assessment activities.
Reviews are carried out.
Foundation The structure of the programme of study may be provided by the coursebook only.
Standards in detail: PROGRAMME DESIGN 1. PROGRAMMES OF STUDY
54
Assessing the standard in relation to Programmes of study
Type of evidence
Documentary
Curriculum / syllabus objectives and intended learner
outcomes at each level (mapped against the CEFR).
Specification of content at each level linked to objectives
showing links to previous level.
Statement of the type of learning opportunities to be
provided at each level linked to specific objectives.
Guidance on ways of working with the syllabus to provide for
students with different learning styles / needs.
Evidence of student feedback / input into the syllabus.
Evidence of review and development of the syllabus.
Observation
Observation of classes to focus on the
match between syllabus specification and
what takes place in the classroom.
Lesson plan makes specific reference to
syllabus fit.
Availability and use of digital media.
Interview
Academic manager to explain the development
of the syllabus and procedures for evaluation
and review.
Teachers to clarify their understanding of the
present syllabus and its role.
Teachers to describe the guidance they receive
on syllabus matters and their input into review
and development.
Students to clarify their understanding of the
present syllabus and the objectives they are
working towards.
Students to clarify their input into review and
development.
Parents to clarify their understanding of the
current syllabus and the objectives their
children are working towards.
This standard describes the requirement for students (and other stakeholders
such as parents / employers) to have access to reliable and valid information
about their progress, their level of achievement, and their strengths and
weaknesses. It does not stipulate how much progress students are expected to
make, nor does it stipulate the kind of assessment mechanisms that should be in
use. The standard stipulates that progress should be measured against the
Common European Framework of Reference for Languages (CEFR).
Essential features at Level Four and above are that student self-assessment is
encouraged and facilitated, regular feedback on student progress is provided
through a formalised system of continuous assessment by the teacher, and
formal assessment comprises a test that evaluates language proficiency in the
four skills plus lexical and grammatical knowledge. See below for the full
requirements.
Standard Reliable and valid assessment (including self-assessment) is integrated into the programme.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four Students are assessed formally at the beginning and end of their programme of study using reliable and valid tests. Their starting and end levels
are described in relation to the CEFR. They receive regular feedback on their progress and are informed of their strengths and weaknesses
during the programme of study. A guided programme of self-assessment is an integral part of the programme of study. Responsibility for the
design and review of the assessment systems is clearly defined. Reviews are carried out on a regular basis. Formal student feedback on the
assessment systems and student understanding of their progress demonstrates satisfaction.
Level Three Students are assessed at the beginning and end of their programme of study. They receive feedback on their progress. There are opportunities
for self-assessment. Responsibility for the design and review of the assessment systems is understood. Reviews are carried out. Student
feedback on the assessment systems and student understanding of their progress demonstrates satisfaction.
Level Two Students are assessed. They receive feedback on their progress. Responsibility for the design and review of the assessment systems is
understood. Reviews are carried out.
Foundation Assessment may be drawn from the coursebook only.
Standards in detail: PROGRAMME DESIGN 2. ASSESSMENT
76
Assessing the standard in relation to Assessment
Documentary
Initial and final tests.
Evidence of investigation of the reliability and validity of these
tests.
Evidence of the basis on which links to the CEFR are
established.
Evidence of feedback to students on strengths and
weaknesses.
Guidance to teachers on introducing and working with self-
assessment for students.
Organogram / job descriptions for people involved in
designing and reviewing tests and the overall assessment
system.
Student feedback in relation to assessment procedures.
ObservationInterview
Academic managers and / or teachers involved
in designing and reviewing tests and the overall
assessment system.
Teachers to establish their views of the
assessment system and the guidance and
support they receive – particularly in relation to
student self-assessment.
Students to establish their views of the
assessment system particularly in relation to
feedback on progress, and guidance on self-
assessment.
Parents to establish their views of the
assessment system particularly in relation to
feedback on progress.
Type of evidence
This standard describes the requirement for students (and other stakeholders
such as parents / employers) to have access to reliable and valid information
about their progress, their level of achievement, and their strengths and
weaknesses. It does not stipulate how much progress students are expected to
make, nor does it stipulate the kind of assessment mechanisms that should be in
use. The standard stipulates that progress should be measured against the
Common European Framework of Reference for Languages (CEFR).
Essential features at Level Four and above are that student self-assessment is
encouraged and facilitated, regular feedback on student progress is provided
through a formalised system of continuous assessment by the teacher, and
formal assessment comprises a test that evaluates language proficiency in the
four skills plus lexical and grammatical knowledge. See below for the full
requirements.
Standard Reliable and valid assessment (including self-assessment) is integrated into the programme.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four Students are assessed formally at the beginning and end of their programme of study using reliable and valid tests. Their starting and end levels
are described in relation to the CEFR. They receive regular feedback on their progress and are informed of their strengths and weaknesses
during the programme of study. A guided programme of self-assessment is an integral part of the programme of study. Responsibility for the
design and review of the assessment systems is clearly defined. Reviews are carried out on a regular basis. Formal student feedback on the
assessment systems and student understanding of their progress demonstrates satisfaction.
Level Three Students are assessed at the beginning and end of their programme of study. They receive feedback on their progress. There are opportunities
for self-assessment. Responsibility for the design and review of the assessment systems is understood. Reviews are carried out. Student
feedback on the assessment systems and student understanding of their progress demonstrates satisfaction.
Level Two Students are assessed. They receive feedback on their progress. Responsibility for the design and review of the assessment systems is
understood. Reviews are carried out.
Foundation Assessment may be drawn from the coursebook only.
Standards in detail: PROGRAMME DESIGN 2. ASSESSMENT
76
Assessing the standard in relation to Assessment
Documentary
Initial and final tests.
Evidence of investigation of the reliability and validity of these
tests.
Evidence of the basis on which links to the CEFR are
established.
Evidence of feedback to students on strengths and
weaknesses.
Guidance to teachers on introducing and working with self-
assessment for students.
Organogram / job descriptions for people involved in
designing and reviewing tests and the overall assessment
system.
Student feedback in relation to assessment procedures.
ObservationInterview
Academic managers and / or teachers involved
in designing and reviewing tests and the overall
assessment system.
Teachers to establish their views of the
assessment system and the guidance and
support they receive – particularly in relation to
student self-assessment.
Students to establish their views of the
assessment system particularly in relation to
feedback on progress, and guidance on self-
assessment.
Parents to establish their views of the
assessment system particularly in relation to
feedback on progress.
Type of evidence
Standards in detail: TEACHERS AND TEACHING
Standard
This standard does not specify particular qualifications beyond the requirement
that teachers have the equivalent of a first degree and the qualifications
stipulated by the Government of India.
http://mhrd.gov.in/sites/upload_files/mhrd/files/d.pdf
Essential features at Level Four and above are that institutions must produce and
adhere to a formal policy on recruitment and the qualification / language profile
they require of their teaching staff and that this profile should include the results
of a language proficiency test mapped against the CEFR. All teachers are
required to have C1 level. Institutions may choose to make use of the Aptis for
Teachers assessment tool in this respect. The school’s policy should outline an
operational and timebound plan for ensuring that all teachers receive training
specific to the teaching of English language. This should be part of the overall
teacher development programme and evaluated under standard 5.
See below for the full requirements.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four The requirements of the school in relation to teacher qualifications and language proficiency are laid out in a publicly available document. This
document is regularly reviewed. Responsibilities and procedures for recruitment are clearly defined. Only teachers with appropriate profiles are
recruited. The language proficiency of each teacher is formally assessed and mapped against the CEFR. The minimum language proficiency
requirement is C1. All teachers receive regular in-service training specific to the teaching of English language. Feedback gathered formally from
students demonstrates satisfaction with the professional profile of the teaching staff.
Level Three The requirements of the school in relation to teacher qualifications and language proficiency are formalised. Responsibilities and procedures for
recruitment are understood. Teachers with appropriate profiles are preferred. Feedback gathered from students demonstrates satisfaction with
the professional profile of the teaching staff.
Level Two The school has informal requirements in relation to teacher qualifications and language proficiency. Responsibilities and procedures for
recruitment are understood. Teachers with appropriate profiles are preferred.
Foundation Teachers with appropriate profiles are preferred.
3. TEACHER QUALIFICATIONS
Teachers are appropriately qualified and have an appropriate language level for the teaching of English.
98
Type of evidence
Assessing the standard in relation to Teacher qualifications
Documentary
Evidence that the qualifications of teachers employed have
been investigated and verified.
Publicity or other publicly available statement of policy
relating to qualifications and English language proficiency of
teachers.
Organogram and / or job description to identify who is
responsible for appointing teachers of English.
Statement of appointment procedures (including interview,
references etc).
List of current teachers of English with qualifications and
level of English (including details of the test/exam on which
this level is based).
Observation
Teachers demonstrate they have the
required language proficiency.
Interview
Principal / academic manager to confirm who is
responsible for teacher recruitment.
Person responsible to confirm appointment
procedures.
Teachers to confirm appointment procedures.
Teachers confirm they have the required profile.
Teachers demonstrate they have the required
language proficiency.
Standards in detail: TEACHERS AND TEACHING
Standard
This standard does not specify particular qualifications beyond the requirement
that teachers have the equivalent of a first degree and the qualifications
stipulated by the Government of India.
http://mhrd.gov.in/sites/upload_files/mhrd/files/d.pdf
Essential features at Level Four and above are that institutions must produce and
adhere to a formal policy on recruitment and the qualification / language profile
they require of their teaching staff and that this profile should include the results
of a language proficiency test mapped against the CEFR. All teachers are
required to have C1 level. Institutions may choose to make use of the Aptis for
Teachers assessment tool in this respect. The school’s policy should outline an
operational and timebound plan for ensuring that all teachers receive training
specific to the teaching of English language. This should be part of the overall
teacher development programme and evaluated under standard 5.
See below for the full requirements.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four The requirements of the school in relation to teacher qualifications and language proficiency are laid out in a publicly available document. This
document is regularly reviewed. Responsibilities and procedures for recruitment are clearly defined. Only teachers with appropriate profiles are
recruited. The language proficiency of each teacher is formally assessed and mapped against the CEFR. The minimum language proficiency
requirement is C1. All teachers receive regular in-service training specific to the teaching of English language. Feedback gathered formally from
students demonstrates satisfaction with the professional profile of the teaching staff.
Level Three The requirements of the school in relation to teacher qualifications and language proficiency are formalised. Responsibilities and procedures for
recruitment are understood. Teachers with appropriate profiles are preferred. Feedback gathered from students demonstrates satisfaction with
the professional profile of the teaching staff.
Level Two The school has informal requirements in relation to teacher qualifications and language proficiency. Responsibilities and procedures for
recruitment are understood. Teachers with appropriate profiles are preferred.
Foundation Teachers with appropriate profiles are preferred.
3. TEACHER QUALIFICATIONS
Teachers are appropriately qualified and have an appropriate language level for the teaching of English.
98
Type of evidence
Assessing the standard in relation to Teacher qualifications
Documentary
Evidence that the qualifications of teachers employed have
been investigated and verified.
Publicity or other publicly available statement of policy
relating to qualifications and English language proficiency of
teachers.
Organogram and / or job description to identify who is
responsible for appointing teachers of English.
Statement of appointment procedures (including interview,
references etc).
List of current teachers of English with qualifications and
level of English (including details of the test/exam on which
this level is based).
Observation
Teachers demonstrate they have the
required language proficiency.
Interview
Principal / academic manager to confirm who is
responsible for teacher recruitment.
Person responsible to confirm appointment
procedures.
Teachers to confirm appointment procedures.
Teachers confirm they have the required profile.
Teachers demonstrate they have the required
language proficiency.
Standard Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme of study.
Standards in detail: TEACHERS AND TEACHING 4. TEACHER PERFORMANCE
This standard focuses on classroom teaching and the way in which a teacher
conducts his / her class. This will be influenced by three areas: knowledge (of
language systems and structures, and of language teaching pedagogy); skills (in
planning and managing lessons effectively); awareness (of the needs of individual
students, and the ‘fit’ between specific activities and the needs of the students).
Essential features at Level Four and above are that students will be engaged in a
coherent sequence of activities which relate the programme of study to their
own individual learning needs. Appropriate models of language will be provided
and there will be consistent corrective feedback. There will be an increasing
emphasis on differentiation within the class to meet the needs of specific types
of students. All students will be given the opportunity to participate actively in a
variety of interactions.
See below for the full requirements.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four Classes have a clear focus, related to the programme of study. There is a coherent sequence of activities. This provides the opportunity for all
students to participate actively in the class and to take part in a balanced range of appropriate interactions. There is differentiation within the
lesson to address the needs of specific types of students, especially with regard to linguistic diversity. Teachers make use of appropriate
materials and classroom resources (including digital), and employ a range of appropriate techniques. Teachers are responsive to the group and
individuals to ensure a positive learning atmosphere. They provide appropriate models of both spoken and written English and provide
appropriate corrective feedback. Teachers check progress against lesson outcomes. Formal feedback from students and academic managers
shows that they are satisfied with the way in which teachers conduct their classes.
Level Three Classes have a focus, generally related to the programme of study. There is a sequence of activities. This provides the opportunity for students
to participate in the class and to take part in a range of interactions. Teachers employ appropriate techniques. Teachers are generally
responsive to the group and individuals to ensure a positive learning atmosphere. They generally provide appropriate models of both spoken
and written English and attempt corrective feedback. Feedback from students and academic managers shows that they are satisfied with the way
in which teachers conduct their classes.
Level Two The content of the lesson generally relates to the programme of study. There is a range of activities which encourage students to participate in
the lesson. Teachers employ techniques designed to promote language learning. Teachers are largely successful in providing appropriate
models of both spoken and written English and make some attempts to provide corrective feedback.
Foundation The content and delivery of the lesson may be largely informed by the coursebook only.
1110
Type of evidence
Assessing the standard in relation to Teacher performance
Documentary
Lesson plans to review lesson aims, the fit with the syllabus
and work covered previously, the range of activities, the
materials and resources selected, the extent of
differentiation to meet the needs of students with specific
needs / learning styles.
Observation
Teachers have classroom management skills
to set up activities and engage students.
Teachers set up appropriate interactions
with and among students. Teachers adapt
the layout of the classroom to suit the
activities undertaken.
Teachers use a range of techniques
appropriate to the aims of the lesson and the
age, level, and needs of the students.
Teachers make effective use of print and
digital resources, taking into account
different learning styles and linguistic
diversity where appropriate.
Teachers provide appropriate models of
written and / or spoken English.
Teachers provide effective corrective
feedback.
Teachers check progress against lesson
outcomes.
Interview
Students to establish their satisfaction with the
content and conduct of the classes.
Students to establish if and how their feedback
on the teaching is sought.
Parents to establish any feedback from their
children about teacher performance.
Standard Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme of study.
Standards in detail: TEACHERS AND TEACHING 4. TEACHER PERFORMANCE
This standard focuses on classroom teaching and the way in which a teacher
conducts his / her class. This will be influenced by three areas: knowledge (of
language systems and structures, and of language teaching pedagogy); skills (in
planning and managing lessons effectively); awareness (of the needs of individual
students, and the ‘fit’ between specific activities and the needs of the students).
Essential features at Level Four and above are that students will be engaged in a
coherent sequence of activities which relate the programme of study to their
own individual learning needs. Appropriate models of language will be provided
and there will be consistent corrective feedback. There will be an increasing
emphasis on differentiation within the class to meet the needs of specific types
of students. All students will be given the opportunity to participate actively in a
variety of interactions.
See below for the full requirements.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four Classes have a clear focus, related to the programme of study. There is a coherent sequence of activities. This provides the opportunity for all
students to participate actively in the class and to take part in a balanced range of appropriate interactions. There is differentiation within the
lesson to address the needs of specific types of students, especially with regard to linguistic diversity. Teachers make use of appropriate
materials and classroom resources (including digital), and employ a range of appropriate techniques. Teachers are responsive to the group and
individuals to ensure a positive learning atmosphere. They provide appropriate models of both spoken and written English and provide
appropriate corrective feedback. Teachers check progress against lesson outcomes. Formal feedback from students and academic managers
shows that they are satisfied with the way in which teachers conduct their classes.
Level Three Classes have a focus, generally related to the programme of study. There is a sequence of activities. This provides the opportunity for students
to participate in the class and to take part in a range of interactions. Teachers employ appropriate techniques. Teachers are generally
responsive to the group and individuals to ensure a positive learning atmosphere. They generally provide appropriate models of both spoken
and written English and attempt corrective feedback. Feedback from students and academic managers shows that they are satisfied with the way
in which teachers conduct their classes.
Level Two The content of the lesson generally relates to the programme of study. There is a range of activities which encourage students to participate in
the lesson. Teachers employ techniques designed to promote language learning. Teachers are largely successful in providing appropriate
models of both spoken and written English and make some attempts to provide corrective feedback.
Foundation The content and delivery of the lesson may be largely informed by the coursebook only.
1110
Type of evidence
Assessing the standard in relation to Teacher performance
Documentary
Lesson plans to review lesson aims, the fit with the syllabus
and work covered previously, the range of activities, the
materials and resources selected, the extent of
differentiation to meet the needs of students with specific
needs / learning styles.
Observation
Teachers have classroom management skills
to set up activities and engage students.
Teachers set up appropriate interactions
with and among students. Teachers adapt
the layout of the classroom to suit the
activities undertaken.
Teachers use a range of techniques
appropriate to the aims of the lesson and the
age, level, and needs of the students.
Teachers make effective use of print and
digital resources, taking into account
different learning styles and linguistic
diversity where appropriate.
Teachers provide appropriate models of
written and / or spoken English.
Teachers provide effective corrective
feedback.
Teachers check progress against lesson
outcomes.
Interview
Students to establish their satisfaction with the
content and conduct of the classes.
Students to establish if and how their feedback
on the teaching is sought.
Parents to establish any feedback from their
children about teacher performance.
Standard Teachers benefit from appropriate professional development opportunities.
This standard describes how a school supports its ELT staff in their professional
development. It does not stipulate what kind of teacher development
opportunities should be supported but these should be selected according to
the extent to which they will impact positively on learner outcomes. The choice
of development opportunity should be agreed by the beneficiaries and be
informed by the India-specific Continuing Professional Development Framework.
http://www.britishcouncil.in/sites/britishcouncil.in2/files/cpd_f
ramework_brochure_-_for_internet_and_email.pdf
Essential features at Level Four and above are that the policy to promote
professional development will be publicly available, and activities will be mapped
against the CPD framework for India. The management of professional
development will be clearly defined and the programme will be regularly
reviewed and evaluated. See below for the full requirements.
Standards in detail: TEACHERS AND TEACHING 5. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is a formal, publicly available policy document for professional development that will help ELT teachers to assist their students in reaching
their learning objectives. Systems are in use for delivering an agreed, relevant and coherent programme of continuing professional development
for all ELT staff, mapped against the India specific CPD framework. Responsibilities for the implementation of this programme are clearly defined.
The policy and the programme are reviewed regularly. Formal feedback gathered on the CPD programme from teachers demonstrates
satisfaction.
Level Three There is a formal policy document for the professional development of ELT teachers. Systems are in place for delivering a programme of
continuing professional development for all ELT staff. Responsibilities for the implementation of this programme are understood. The policy and
the programme are reviewed. Feedback gathered on the professional development programme from teachers demonstrates satisfaction.
Level Two The school supports professional development opportunities for teachers in response to specific requests.
Foundation The school is aware of the importance of supporting teaching staff in their professional development.
1312
Assessing the standard in relation to Professional development opportunities for teachers
Type of evidence
Documentary
Publicity or other documentation to establish information
publicly available (within and outside the school) about
professional development opportunities for teachers.
Plan for professional development for teachers in the current
school year. Organogram / job descriptions for people
involved in designing and reviewing professional
development plan.
Evidence of review of previous plans and of ways in which
they have been refined / developed.
Evidence of feedback from teachers on the professional
development programme.
ObservationInterview
Academic managers and / or teachers involved
in designing and reviewing professional
development plans.
Teachers to establish their views of the
professional development opportunities
provided.
Students to establish their views on the impact
of the development opportunities undertaken
by their teachers.
Standard Teachers benefit from appropriate professional development opportunities.
This standard describes how a school supports its ELT staff in their professional
development. It does not stipulate what kind of teacher development
opportunities should be supported but these should be selected according to
the extent to which they will impact positively on learner outcomes. The choice
of development opportunity should be agreed by the beneficiaries and be
informed by the India-specific Continuing Professional Development Framework.
http://www.britishcouncil.in/sites/britishcouncil.in2/files/cpd_f
ramework_brochure_-_for_internet_and_email.pdf
Essential features at Level Four and above are that the policy to promote
professional development will be publicly available, and activities will be mapped
against the CPD framework for India. The management of professional
development will be clearly defined and the programme will be regularly
reviewed and evaluated. See below for the full requirements.
Standards in detail: TEACHERS AND TEACHING 5. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is a formal, publicly available policy document for professional development that will help ELT teachers to assist their students in reaching
their learning objectives. Systems are in use for delivering an agreed, relevant and coherent programme of continuing professional development
for all ELT staff, mapped against the India specific CPD framework. Responsibilities for the implementation of this programme are clearly defined.
The policy and the programme are reviewed regularly. Formal feedback gathered on the CPD programme from teachers demonstrates
satisfaction.
Level Three There is a formal policy document for the professional development of ELT teachers. Systems are in place for delivering a programme of
continuing professional development for all ELT staff. Responsibilities for the implementation of this programme are understood. The policy and
the programme are reviewed. Feedback gathered on the professional development programme from teachers demonstrates satisfaction.
Level Two The school supports professional development opportunities for teachers in response to specific requests.
Foundation The school is aware of the importance of supporting teaching staff in their professional development.
1312
Assessing the standard in relation to Professional development opportunities for teachers
Type of evidence
Documentary
Publicity or other documentation to establish information
publicly available (within and outside the school) about
professional development opportunities for teachers.
Plan for professional development for teachers in the current
school year. Organogram / job descriptions for people
involved in designing and reviewing professional
development plan.
Evidence of review of previous plans and of ways in which
they have been refined / developed.
Evidence of feedback from teachers on the professional
development programme.
ObservationInterview
Academic managers and / or teachers involved
in designing and reviewing professional
development plans.
Teachers to establish their views of the
professional development opportunities
provided.
Students to establish their views on the impact
of the development opportunities undertaken
by their teachers.
Standard Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is a formal process for identifying appropriate materials and resources (including digital resources) to help students reach the learning
outcomes specified by each programme of study. This is reviewed regularly. The responsibilities for the selection of materials/resources are
clearly defined. The match between learner needs and the materials / resources in use is formally monitored and new or additional materials /
resources are acquired as needed. Students have easy access to materials and resources both in and out of the classroom. Feedback gathered
formally from students demonstrates satisfaction with the materials and resources.
Level Three There is a process for identifying appropriate materials and resources (including digital resources). This is reviewed. The responsibilities for the
selection of materials/resources are understood. Students have access to materials and resources both in and out of the classroom. Feedback
gathered from students demonstrates satisfaction with the materials and resources.
Level Two Generally appropriate materials and resources are available and in use.
Foundation Materials and resources are available and in use.
This standard describes the selection and use of materials and resources to
support learning. The standard does not stipulate the materials and resources to
be used or the rationale that underpins their exploitation. However, they should
be relevant to the aims, age range, interests, language ability, and learning styles
of students.
Essential features at Level Four and above are that materials and activity types
are selected according to the stated learning outcomes for each learner, for
each programme of study. Normally this would mean that materials are up-to-
date and varied, input and practice are provided using a variety of teaching
technologies, and classroom activities are learner-centred, with many being
learner-led. Digital resources will be available and, where appropriate, in use.
See below for the full requirements.
6. MATERIALS AND RESOURCES
Standards in detail: RESOURCES FOR LEARNING
1514
Type of evidence
Assessing the standard in relation to Materials and resources
Documentary
Academic documentation to see evidence of the basis on
which materials and resources are selected.
Academic documentation to see evidence of the basis on
which materials and resources are reviewed and updated,
linked to feedback on their use.
Inventory of resources and materials available in the school.
Observation
Classroom observation of materials /
resources in use.
Checking of materials / resources available
in the school.
Interview
Academic manager in charge of selecting,
reviewing, and updating resources.
Students to establish if and how their feedback
on materials and resources is sought.
Teachers to give views on appropriacy and
availability of materials.
Parents to establish any feedback from their
children about materials and resources.
Standard Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is a formal process for identifying appropriate materials and resources (including digital resources) to help students reach the learning
outcomes specified by each programme of study. This is reviewed regularly. The responsibilities for the selection of materials/resources are
clearly defined. The match between learner needs and the materials / resources in use is formally monitored and new or additional materials /
resources are acquired as needed. Students have easy access to materials and resources both in and out of the classroom. Feedback gathered
formally from students demonstrates satisfaction with the materials and resources.
Level Three There is a process for identifying appropriate materials and resources (including digital resources). This is reviewed. The responsibilities for the
selection of materials/resources are understood. Students have access to materials and resources both in and out of the classroom. Feedback
gathered from students demonstrates satisfaction with the materials and resources.
Level Two Generally appropriate materials and resources are available and in use.
Foundation Materials and resources are available and in use.
This standard describes the selection and use of materials and resources to
support learning. The standard does not stipulate the materials and resources to
be used or the rationale that underpins their exploitation. However, they should
be relevant to the aims, age range, interests, language ability, and learning styles
of students.
Essential features at Level Four and above are that materials and activity types
are selected according to the stated learning outcomes for each learner, for
each programme of study. Normally this would mean that materials are up-to-
date and varied, input and practice are provided using a variety of teaching
technologies, and classroom activities are learner-centred, with many being
learner-led. Digital resources will be available and, where appropriate, in use.
See below for the full requirements.
6. MATERIALS AND RESOURCES
Standards in detail: RESOURCES FOR LEARNING
1514
Type of evidence
Assessing the standard in relation to Materials and resources
Documentary
Academic documentation to see evidence of the basis on
which materials and resources are selected.
Academic documentation to see evidence of the basis on
which materials and resources are reviewed and updated,
linked to feedback on their use.
Inventory of resources and materials available in the school.
Observation
Classroom observation of materials /
resources in use.
Checking of materials / resources available
in the school.
Interview
Academic manager in charge of selecting,
reviewing, and updating resources.
Students to establish if and how their feedback
on materials and resources is sought.
Teachers to give views on appropriacy and
availability of materials.
Parents to establish any feedback from their
children about materials and resources.
Standard Class size and the layout of the classroom are appropriate to the needs of the students and the activities and outcomes
planned for the lesson.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four A publicly available document sets out the school policy on class size and classroom layout. The number of students in the class and the way the
classroom is laid out are determined by the lesson content and outcomes. The layout takes into account any specific needs of individual
learners. The rooms provide space for flexibility of layout and easy teacher circulation. Feedback gathered formally from students demonstrates
satisfaction with the class size and classroom layout.
Level Three The number of students in the class and the way the classroom is laid out are generally determined by the lesson content and outcomes. The
layout takes into account any specific needs of individual learners on request. The rooms provide space for flexibility of layout. Feedback
gathered from students demonstrates satisfaction with the class size and classroom layout.
Level Two The number of students in the class and classroom layout are generally appropriate, in relation to the size of the room.
Foundation Class size is appropriate where physical and logistical constraints allow.
This standard describes expectations in the area of class size and classroom
layout. The standard does not stipulate an optimum class size, although
institutions may wish to publish such a number in their advertising, making
reference to norms laid down by the Government of India or relevant
examination boards:
http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI_Model_
Rules.pdf
http://www.cbse-international.com/cbse-
iportal/documents/static-doc/handbook.pdf
Essential features at Level Four and above are that appropriate class size and
layout are related to the type of learning opportunity provided, the activities
being undertaken and the outcomes of the lesson. Students should have
adequate space to work. If the lesson includes group work or pair work there
should be space for the teacher to move between students to monitor their
work. If audio-visual equipment is being used the students should be positioned
so as to engage with this kind of input. In plenary, students should be positioned
so as to engage with teacher input and input from other students.
See below for the full requirements.
Standards in detail: RESOURCES FOR LEARNING 7. CLASS SIZE AND THE LAYOUT OF THE CLASSROOM
1716
Assessing the standard in relation to Class size and the layout of the classroom
Type of evidence
Documentary
Publicity and associated documentation to establish
information given in advance about class size / layout of the
classroom.
Academic policy documentation to see evidence of the basis
on which class size is set.
Academic documentation to see any guidance given to
teachers about adapting the layout of the classroom for
different activities.
Observation
Classroom observation to evaluate the size
of the class in relation to the size of the
classroom.
Classroom observation to evaluate the ease
of adapting the layout of the classroom for
different activities.
Interview
Students to establish if and how their feedback
on the class size / layout of the classroom is
sought.
Teachers to establish if and how their feedback
on the class size / layout of the classroom is
sought.
Teachers to establish if any guidance is given to
them about adapting the layout of the classroom
for different activities.
Parents to establish any feedback from their
children about class size.
Standard Class size and the layout of the classroom are appropriate to the needs of the students and the activities and outcomes
planned for the lesson.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four A publicly available document sets out the school policy on class size and classroom layout. The number of students in the class and the way the
classroom is laid out are determined by the lesson content and outcomes. The layout takes into account any specific needs of individual
learners. The rooms provide space for flexibility of layout and easy teacher circulation. Feedback gathered formally from students demonstrates
satisfaction with the class size and classroom layout.
Level Three The number of students in the class and the way the classroom is laid out are generally determined by the lesson content and outcomes. The
layout takes into account any specific needs of individual learners on request. The rooms provide space for flexibility of layout. Feedback
gathered from students demonstrates satisfaction with the class size and classroom layout.
Level Two The number of students in the class and classroom layout are generally appropriate, in relation to the size of the room.
Foundation Class size is appropriate where physical and logistical constraints allow.
This standard describes expectations in the area of class size and classroom
layout. The standard does not stipulate an optimum class size, although
institutions may wish to publish such a number in their advertising, making
reference to norms laid down by the Government of India or relevant
examination boards:
http://mhrd.gov.in/sites/upload_files/mhrd/files/RTI_Model_
Rules.pdf
http://www.cbse-international.com/cbse-
iportal/documents/static-doc/handbook.pdf
Essential features at Level Four and above are that appropriate class size and
layout are related to the type of learning opportunity provided, the activities
being undertaken and the outcomes of the lesson. Students should have
adequate space to work. If the lesson includes group work or pair work there
should be space for the teacher to move between students to monitor their
work. If audio-visual equipment is being used the students should be positioned
so as to engage with this kind of input. In plenary, students should be positioned
so as to engage with teacher input and input from other students.
See below for the full requirements.
Standards in detail: RESOURCES FOR LEARNING 7. CLASS SIZE AND THE LAYOUT OF THE CLASSROOM
1716
Assessing the standard in relation to Class size and the layout of the classroom
Type of evidence
Documentary
Publicity and associated documentation to establish
information given in advance about class size / layout of the
classroom.
Academic policy documentation to see evidence of the basis
on which class size is set.
Academic documentation to see any guidance given to
teachers about adapting the layout of the classroom for
different activities.
Observation
Classroom observation to evaluate the size
of the class in relation to the size of the
classroom.
Classroom observation to evaluate the ease
of adapting the layout of the classroom for
different activities.
Interview
Students to establish if and how their feedback
on the class size / layout of the classroom is
sought.
Teachers to establish if and how their feedback
on the class size / layout of the classroom is
sought.
Teachers to establish if any guidance is given to
them about adapting the layout of the classroom
for different activities.
Parents to establish any feedback from their
children about class size.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is an explicit rationale for the management systems in use to ensure provision is in line with all the standards of the QSF, and to review and
develop provision. Responsibilities are clearly defined. The systems are reviewed regularly. Formal feedback gathered from students, teachers
and other stakeholders demonstrates management systems are effective.
Level Three There are management systems in place that relate to the QSF. Responsibilities for the implementation of these systems are understood. The
systems are reviewed. Feedback gathered from students, teachers and other stakeholders demonstrates management systems are adequate.
Level Two Management systems are in place that take into account the need to deliver quality programmes of study. Responsibilities are generally
understood.
Foundation Management systems are in place. Responsibilities are generally understood.
StandardTransparent and effective management systems are in use to ensure provision is in line with stated standards, and to review
and develop provision.
This standard describes expectations connected to systems of management.
These areas relate only to the standards of the Framework. They do not stipulate
what kind of systems should be in use but at Level Four and above there must be
an explicit rationale for the systems, and evidence that they are effective.
See below for the full requirements.
Standards in detail: MANAGEMENT8. MANAGEMENT SYSTEMS
1918
Type of evidence
Documentary
Organogram for managers involved in the ELT provision.
Job descriptions for managers involved in the ELT provision.
Rationale for the current management structure.
Observation
Communication among managers and
between managers and teachers /
students.
Interview
Managers involved in the ELT provision to clarify
their role and communication with their
colleagues and line managers.
Students to establish their view of the effective
working of the school.
Teachers to establish their view of the effective
working of the school.
Parents to establish their view of the effective
working of the school.
Assessing the standard in relation to Management systems
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There is an explicit rationale for the management systems in use to ensure provision is in line with all the standards of the QSF, and to review and
develop provision. Responsibilities are clearly defined. The systems are reviewed regularly. Formal feedback gathered from students, teachers
and other stakeholders demonstrates management systems are effective.
Level Three There are management systems in place that relate to the QSF. Responsibilities for the implementation of these systems are understood. The
systems are reviewed. Feedback gathered from students, teachers and other stakeholders demonstrates management systems are adequate.
Level Two Management systems are in place that take into account the need to deliver quality programmes of study. Responsibilities are generally
understood.
Foundation Management systems are in place. Responsibilities are generally understood.
StandardTransparent and effective management systems are in use to ensure provision is in line with stated standards, and to review
and develop provision.
This standard describes expectations connected to systems of management.
These areas relate only to the standards of the Framework. They do not stipulate
what kind of systems should be in use but at Level Four and above there must be
an explicit rationale for the systems, and evidence that they are effective.
See below for the full requirements.
Standards in detail: MANAGEMENT8. MANAGEMENT SYSTEMS
1918
Type of evidence
Documentary
Organogram for managers involved in the ELT provision.
Job descriptions for managers involved in the ELT provision.
Rationale for the current management structure.
Observation
Communication among managers and
between managers and teachers /
students.
Interview
Managers involved in the ELT provision to clarify
their role and communication with their
colleagues and line managers.
Students to establish their view of the effective
working of the school.
Teachers to establish their view of the effective
working of the school.
Parents to establish their view of the effective
working of the school.
Assessing the standard in relation to Management systems
Standard Relevant feedback is gathered systematically and used to inform provision.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There are transparent, formalised systems in use for gathering, analysing and acting upon regular valid feedback from students and a range of
other stakeholders. A formalised rationale is available to explain the method(s) adopted for the collection and analysis of the feedback.
Responsibilities are clearly defined. The systems are reviewed regularly. Feedback is publicly available. Feedback is used to inform a timebound
action plan which covers the following areas: programmes of study; measuring language progress; teacher profiles, teacher performance;
professional development opportunities for teachers; materials and resources; class size and classroom layout; the management of the English
programme. Responsibility for the gathering of feedback and for subsequent action is clearly defined. The procedures are reviewed regularly.
Level Three There are systems in place for gathering, analysing and acting upon feedback from students and a range of other stakeholders. Responsibilities
are understood. The systems are reviewed. Feedback is used to inform an action plan which covers some of the following areas: programmes of
study; measuring language progress; teacher performance, professional development opportunities for teachers; materials and resources; class
size and classroom layout; the management of the English programme. Responsibility for the gathering of feedback and for subsequent action is
understood. The procedures are reviewed.
Level Two Student feedback is sought and may be acted upon.
Foundation Any student feedback is taken note of.
This standard describes the way feedback is gathered and analysed to inform
provision. Gathering feedback is a fundamental part of ensuring quality. The
results of feedback provide information about the success of a programme of
study and determine improvements to be made to an institution’s offer. This
standard does not conflict with a school’s leadership role within the community –
providing direction to students and parents about the nature and role of their
English language education programmes.
Essential features at Level Four and above are that there is an explicit rationale
which explains the method adopted to gather and analyse feedback, and that
this feedback must relate to certain required areas. The required areas are:
programmes of study; measuring language progress; teacher profiles, teacher
performance, professional development opportunities for teachers; materials
and resources; class size and layout; the management of the English programme.
Feedback should involve representative samples of the whole student
population, and other stakeholders, and must inform an action plan to deal with
issues arising.
See below for the full requirements.
Standards in detail: MANAGEMENT 9. QUALITY ASSURANCE: FEEDBACK AND ACTION
2120
Type of evidence
Documentary
Organogram / job descriptions for people involved in
designing and reviewing the collection and analysis of
feedback.
Rationale explaining the methods adopted for the collection
and analysis of feedback.
Samples of feedback from students and other stakeholders.
Analyses of feedback.
Organogram / job descriptions for people involved in
designing and reviewing action plans based on feedback.
Action plan for following up issues identified through
feedback. Policy document on dealing with and acting on
complaints.
Organogram / job descriptions for people involved in
designing and reviewing policy on dealing with and acting on
complaints.
ObservationInterview
People involved in designing and reviewing the
collection and analysis of feedback.
People involved in designing and reviewing
action plans based on feedback.
People involved in designing and reviewing
policy on dealing with and acting on
complaints.
Students to establish their satisfaction with
opportunities to provide feedback.
Teacher to establish their satisfaction with
opportunities to provide feedback.
Parents to establish their satisfaction with
opportunities to provide feedback.
Assessing the standard in relation to Quality assurance: feedback and action
Standard Relevant feedback is gathered systematically and used to inform provision.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four There are transparent, formalised systems in use for gathering, analysing and acting upon regular valid feedback from students and a range of
other stakeholders. A formalised rationale is available to explain the method(s) adopted for the collection and analysis of the feedback.
Responsibilities are clearly defined. The systems are reviewed regularly. Feedback is publicly available. Feedback is used to inform a timebound
action plan which covers the following areas: programmes of study; measuring language progress; teacher profiles, teacher performance;
professional development opportunities for teachers; materials and resources; class size and classroom layout; the management of the English
programme. Responsibility for the gathering of feedback and for subsequent action is clearly defined. The procedures are reviewed regularly.
Level Three There are systems in place for gathering, analysing and acting upon feedback from students and a range of other stakeholders. Responsibilities
are understood. The systems are reviewed. Feedback is used to inform an action plan which covers some of the following areas: programmes of
study; measuring language progress; teacher performance, professional development opportunities for teachers; materials and resources; class
size and classroom layout; the management of the English programme. Responsibility for the gathering of feedback and for subsequent action is
understood. The procedures are reviewed.
Level Two Student feedback is sought and may be acted upon.
Foundation Any student feedback is taken note of.
This standard describes the way feedback is gathered and analysed to inform
provision. Gathering feedback is a fundamental part of ensuring quality. The
results of feedback provide information about the success of a programme of
study and determine improvements to be made to an institution’s offer. This
standard does not conflict with a school’s leadership role within the community –
providing direction to students and parents about the nature and role of their
English language education programmes.
Essential features at Level Four and above are that there is an explicit rationale
which explains the method adopted to gather and analyse feedback, and that
this feedback must relate to certain required areas. The required areas are:
programmes of study; measuring language progress; teacher profiles, teacher
performance, professional development opportunities for teachers; materials
and resources; class size and layout; the management of the English programme.
Feedback should involve representative samples of the whole student
population, and other stakeholders, and must inform an action plan to deal with
issues arising.
See below for the full requirements.
Standards in detail: MANAGEMENT 9. QUALITY ASSURANCE: FEEDBACK AND ACTION
2120
Type of evidence
Documentary
Organogram / job descriptions for people involved in
designing and reviewing the collection and analysis of
feedback.
Rationale explaining the methods adopted for the collection
and analysis of feedback.
Samples of feedback from students and other stakeholders.
Analyses of feedback.
Organogram / job descriptions for people involved in
designing and reviewing action plans based on feedback.
Action plan for following up issues identified through
feedback. Policy document on dealing with and acting on
complaints.
Organogram / job descriptions for people involved in
designing and reviewing policy on dealing with and acting on
complaints.
ObservationInterview
People involved in designing and reviewing the
collection and analysis of feedback.
People involved in designing and reviewing
action plans based on feedback.
People involved in designing and reviewing
policy on dealing with and acting on
complaints.
Students to establish their satisfaction with
opportunities to provide feedback.
Teacher to establish their satisfaction with
opportunities to provide feedback.
Parents to establish their satisfaction with
opportunities to provide feedback.
Assessing the standard in relation to Quality assurance: feedback and action
Standard Actual provision matches advertised provision.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four Advertising provides comprehensive and accurate information that enable potential students to form realistic expectations on the following
areas of English language provision: programmes of study; assessment; teacher qualifications; teacher performance; professional development
opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback.
Responsibilities for the production of any promotional materials are clearly defined. Promotional content is reviewed regularly. Any use of the
British Council brand complies with British Council guidelines.
Level Three Advertising provides comprehensive and accurate information on most of the following areas of English language provision: programmes of
study; assessment; teacher qualifications; teacher performance; professional development opportunities for teachers; resources and materials;
class size and classroom layout; fees and costs (including materials); student feedback; Responsibilities for the production of any promotional
materials are understood. Promotional content is reviewed.
Level Two Advertising provides accurate information on some of the following areas of English language provision: programmes of study; assessment;
teacher qualifications; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and
costs (including materials); student feedback.
Foundation Advertising provides accurate information on areas of English language provision.
This standard describes the minimum content requirements relating to how a
school promotes itself and provides information about its work. The objective of
this standard is to ensure that student expectations are managed successfully.
The standard does not stipulate the channels to be used for promotion or any
content areas beyond those mentioned in the standard description.
‘Advertising’ includes all and any information provided to potential students (or
their parents / sponsors) before they enrol at the school.
The essential feature at Level Four and above is that full and accurate
information about specified aspects of the school’s provision must be provided.
See below for the full requirements.
Standards in detail: MANAGEMENT 10. ADVERTISING
2322
Type of evidence
Documentary
Organogram / job descriptions for people involved in
designing and reviewing publicity and other information for
potential students and their parents.
School brochures, prospectuses etc.
School website and / or social media sites.
Observation
Check whether premises, resources and
facilities found during the review visit
match the claims made in the publicity.
Interview
People involved in designing and reviewing
publicity and other information for potential
students and their parents.
Students to establish whether information
provided before enrolment is accessible and
comprehensive.
Parents to establish whether information
provided before enrolment is accessible and
comprehensive.
Parents to establish whether information
provided before enrolment is accurate.
Assessing the standard in relation to Advertising
Standard Actual provision matches advertised provision.
Level Five The systems, procedures and outcomes are exemplary and can be used to inform the setting of sector wide standards.
Level Four Advertising provides comprehensive and accurate information that enable potential students to form realistic expectations on the following
areas of English language provision: programmes of study; assessment; teacher qualifications; teacher performance; professional development
opportunities for teachers; resources and materials; class size and classroom layout; fees and costs (including materials); student feedback.
Responsibilities for the production of any promotional materials are clearly defined. Promotional content is reviewed regularly. Any use of the
British Council brand complies with British Council guidelines.
Level Three Advertising provides comprehensive and accurate information on most of the following areas of English language provision: programmes of
study; assessment; teacher qualifications; teacher performance; professional development opportunities for teachers; resources and materials;
class size and classroom layout; fees and costs (including materials); student feedback; Responsibilities for the production of any promotional
materials are understood. Promotional content is reviewed.
Level Two Advertising provides accurate information on some of the following areas of English language provision: programmes of study; assessment;
teacher qualifications; professional development opportunities for teachers; resources and materials; class size and classroom layout; fees and
costs (including materials); student feedback.
Foundation Advertising provides accurate information on areas of English language provision.
This standard describes the minimum content requirements relating to how a
school promotes itself and provides information about its work. The objective of
this standard is to ensure that student expectations are managed successfully.
The standard does not stipulate the channels to be used for promotion or any
content areas beyond those mentioned in the standard description.
‘Advertising’ includes all and any information provided to potential students (or
their parents / sponsors) before they enrol at the school.
The essential feature at Level Four and above is that full and accurate
information about specified aspects of the school’s provision must be provided.
See below for the full requirements.
Standards in detail: MANAGEMENT 10. ADVERTISING
2322
Type of evidence
Documentary
Organogram / job descriptions for people involved in
designing and reviewing publicity and other information for
potential students and their parents.
School brochures, prospectuses etc.
School website and / or social media sites.
Observation
Check whether premises, resources and
facilities found during the review visit
match the claims made in the publicity.
Interview
People involved in designing and reviewing
publicity and other information for potential
students and their parents.
Students to establish whether information
provided before enrolment is accessible and
comprehensive.
Parents to establish whether information
provided before enrolment is accessible and
comprehensive.
Parents to establish whether information
provided before enrolment is accurate.
Assessing the standard in relation to Advertising
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For more information contact:
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New Delhi 110 001
Telephone (toll-free): 1800 102 4353
Email: [email protected]
© British Council 2014
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