2. 2
AIMS:
• To create a more effective strategic plan to support Algeria’s programme of English
educational reform
• To develop agreed priorities and strategies with a view to improving the teaching and
learning of English.
• To provide on-going policy dialogue on English educational reform for the future.
To this end, British Council Algeria have planned this one-day Strategy Workshop with selected
key personnel from the Ministry of National Education, Higher Education and Vocational Education
together with UK experts and British Council.
KEY OUTCOMES AND OBJECTIVES:
• A strategic Action Plan
• An immediate programme and schedule of stages of development
• Agreed measures to evaluate processes, outcomes and impact.
Additional key areas to be addressed in the one-day workshop are:
Reform
1. Training
2. Assessment
3. Textbooks
British Council, 2014, Algeria
3. 3
STRATEGY WORKSHOP DAY
TIME FOCUS CONTENT ACTIONS
9.00 – 9.15 INTRODUCTION:
The Strategy Day:
Introductions and programme
9.15-10.00 STAGE 1- AND AIMS
1. Aims
2.Framework
Need for an overall long-term
strategy
• Timescale
• Coherent framework
• Effective communication with
all
• On-going policy dialogue
• Monitoring and evaluation
processes
Holistic Strategic Plan
agreed
Basis for Strategic Plan
Timeframe agreement –
quarterly?
Evaluation process
agreement
10.00-11.15 STAGE 2 –
SECONDARY
SCHOOL
EVALUATION
Scoping Mission secondary school
findings and discussion
• Analysis
• Recommendations
Agreed
recommendations
COFFEE
11.30-12.15 STAGE 3 –MIDDLE
SCHOOL
EVALUATION
Assessment and evaluation so far –
middle schools
• Successes and benefits of
cascade system. New role of
teacher trainers
• Ownership
• Formal evaluation of impact
on learners
• Evaluation instruments
Clear plans for middle
schools
Agreement for synergy
between middle and
secondary schools
Evaluation instruments
to be established
13.00-14.30 STAGE 4 –
RECOMMENDATIONS
AND PLANS FOR
REFORM
a)Training for middle
and secondary school
teachers – pre-service
and in-service
Recommendations for strategic plan
to develop teachers
• Pre-service
• In-service CPD cascade
training
• Recommendations for
strategic “blended training
model” and integrated
Blended Training
Model?
Agreement for increased
practical pre-service
teacher training
Strategic plan for in-
service training and
agreement on next stage
British Council, 2014, Algeria
4. 4
support
• Teacher trainers
• Change agents
• Native-speaker
mentors/trainers
of training programme
Proposal for intensive
mentoring/training for
change agents
14.30-15.30 STAGE 4a –
RECOMMENDATIONS
FOR REFORM
b) Assessment
c) Textbooks
Assessment
• Link between formative and
summative assessment
• Spoken interaction
improvement
Textbooks
• Textbook reform and exam
reform
• Audio listening passages
Agreement on how to
incorporate training on
assessment into the
strategic plan
Action on textbooks with
a view to a more learner-
centred approach
COFFEE/TEA
15.45-16.30 STAGE 5 –
CONCLUSIONS AND
FINAL ACTION PLAN
Review of the day
Recommendations for the future
Strategic Action Plan for
middle and secondary
school training – to be
formulated into a Final
Strategic Plan for 2014-
15
Organisation for a follow-
up 2nd
Strategy Day
Agreement on first stage
of secondary school
intervention
Agreement on next
stage of middle school
training
British Council, 2014, Algeria
5. 5
APPENDICES
Appendix 1 – Possible focus areas for training as part of Strategic Plan
British Council, 2014, Algeria
Assessment/Examinations
Intensive workshops conducted over agreed
number of days
• Washback effect and how to avoid it
• Assessment for learning – formative
• Revision of summative assessment
• How to assess spoken interaction – grading
• Choosing assessment activities
Textbooks
Intensive workshops over a number of days
• Getting away from the coursebook – methods
• Development and use of supplementary and
complementary materials
• Teaching the skills not the subject
• Focus on learner-centred approach
• Use of audio listening recordings
Specialist English Practice- Internet resources
Using BC TeachingEnglish website to find
resources for teachers.
Areas covered:
• Free teaching materials to download
• Training courses and workshops
• Support for professional development
• Articles by and interviews with top writers
• Free papers and books to download
6. 6
Appendix 2 – Proposed ideas for Blended Training Model as part of
Strategic Plan
British Council, 2014, Algeria
IN-SERVICE
BLENDED TRAINING
MODEL
Face to Face
training
On-line
mentoring
support
British Council
teacher
training
products
TKT
Essentials
Intensive
mentoring
INSPECTORS AND TEACHER
TRAINERS – MIDDLE AND
SECONDARY SCHOOL
MIDDLE AND SECONDARY
SCHOOL TEACHERS
CHILDREN
7. 7
Appendix 3 – Strategic Plan timelines of key activities /
delivery stages – to be agreed
Appendix 4 – TKT Essential information.
British Council, 2014, Algeria
Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8
8. 8
TeachingEnglish – TKT Essentials:
TKTE
British Council has created a high-quality teacher methodology course based on the Cambridge
TKT syllabus. The final TeachingEnglish – TKT Essentials course provides teachers with an
introduction to the basic theory associated with a communicative approach to English language
teaching. The focus of TeachingEnglish – TKT Essentials is on providing teachers with an
introduction to methodology rather than pure practice for the TKT exam.
The TeachingEnglish – TKT Essentials face-to-face course comprises three modules, divided into
a total of 34 units:
• Module 1 - Language and background to language learning and teaching
• Module 2 - Lesson planning and use of resources for language teaching
• Module 3 - Managing the teaching and learning process
Who usually takes TKT?
• Teachers who are preparing to take the TKT test – either because they feel a UK-
accredited test improves their prospects of promotion or because it has been recognised
and credited by their Education Department
• Experienced teachers who want to refresh/update their knowledge of teaching theory in the
communicative method
• Experienced teachers who are not familiar with the communicative methodology and would
like to understand its principles and practice
• Inexperienced teachers or teachers in pre-service training who wish to receive a basic
grounding in teaching theory in preparation for teaching practice.
British Council, 2014, Algeria
