Hollie
Hello and welcome back to the.
Hollie
English and maths booth. My name's Holly Barnes and this week I'm joined by the wonderful Steph Guildford.
Speaker 1
Morning, Holly Ann.
Speaker 1
So just a quick introduction and Stef, a worker at a lead provider in the West Midlands and I'm currently subject lead for English functional Skills Level 2.
Stef
Hollie
Wonderful thanks Steph about how's your day going so far and I will record in the morning today so it's a bit different.
Speaker 1
Yeah Brian early up and raring to go.
Hollie
Popular so Steph we spoke a lot about your kind of your setting where you work, so it's quite opposite to to what I'm doing at the minute, so I'm so interested in and what you doin? It feels like a lifetime ago since I taught adults so.
Hollie
Of all of you adults online at the moment.
Speaker 1
Yeah, all of them have been on my. We've been online for justice over a year now.
Hollie
Wow, so the whole whole programmes been online, yeah?
Speaker 1
Well, first Level 2 Anywhere entry levels have sorted flitted in and out of being in centres or being on lines.
Speaker 1
It's a bit more difficult for lower levels, but level ones and twos have been online the entire time.
Hollie
Wow, and how have they found that?
Stef
I think in.
Speaker 1
The beginning it was obviously quite new and exciting and they still get excited when I introduced new resources to them, but never as excited as me.
Speaker 1
But I think we're kind of eager to get back into a centre now, but they still enthusiastic. They still enjoy attending and participating, so I've removed Moody. Still good.
Hollie
That's good and how have you found the switch to online then? Have you been at home for the last the last year?
Hollie
I suppose in front of the screen.
Speaker 1
Yeah, um March, the something little bit before about five days before lockdown.
Stef
Speaker 1
I'd started working from home and I think for me it's been a really big learning curve. I was only sort of midway through my first year of teaching.
Speaker 1
When we went online an so a lot of my professional development has kind of happened online and I've been lucky enough to get promoted to subject Leeds.
Hollie
Yes.
Speaker 1
And great thank you.
Speaker 1
And great.
Speaker 1
Thank you, but yeah I'm bringing during the challenge. I'm desperate to get back into the classroom and stand up all day rather than sitting in a chair.
Speaker 1
But I keep seeing.
Speaker 1
Quite a positive experience. I think that's.
Hollie
Good, I think there's a lot of.
Hollie
I think we spoke about it before and I think a lot of people at the minute, which is where some of us are mourning the online.
Hollie
Online aspect, because we've just got to grips with it and then obviously you forget that. Actually there was still a lot of courses now, but are entirely online and people are missing that interaction that connexion.
Stef
Yeah.
Hollie
That kind of you know, mean as the stereotypical English teacher. We missed the paper in the Pens and the post. It notes, don't you know? It's a very.
Speaker 1
Be back.
Hollie
They can be very interactive left some of it in English classroom. Yeah fabulous. So we were having a big discussion yesterday. Weren't we about accessing content on functional skills? But yeah, put in particular about supporting learners.
Speaker 1
Yeah.
Speaker 1
Hollie
To understand that the topics which was about interesting and we were talking about the.
Stef
What?
Speaker 1
He
Hollie
The difference, as both of the first one was at the difference between adults. AXA accessing the difficult topics or the shops that they seemed a difficult Witcher everyday topics and then the 16th 19 trying to access those topics and how they were different.
Hollie
And I just thought, I wonder if you could share your experience in how they had father, how they find it accessing those difficult topics.
Speaker 1
And I think particularly of thing definitely does shift, as we've kind of come towards the anniversary being year online, because it's almost like some of those kind of become disconnected from those kind of functional issues because so much of life is still on hold for a lot of us.
Speaker 1
So that's been interesting, but kind of with adults in general they almost seem to have things to say about the functional.
Speaker 1
Top.
Speaker 1
Thanks, but they find it hard to kind of give counter arguments and things like that. They don't really connect with the topic in the way I think they.
Speaker 1
Maybe should do it. It would have been intended for them to do, but what's really interesting is they find it very easy to connect with some of the more kind of meaty and controversial topics that we kind of bring in to encourage discussion. So I try and focus on making the classroom is inclusive inclusive as possible, so I'm.
Speaker 1
Ring enthusiatic about tackling discussions on LGBTQ History Month, and gender politics.
Speaker 1
At the moment we're looking at the right to protest, which is obviously quite current and topical and they really get involved with those discussions, but it seems to.
Speaker 1
They they caught almost translate the skills they learn when discussing and writing about these controversial topics to the functional topics.
Speaker 1
If that makes sense.
Hollie
Yeah, and for those who are probably listening who don't know what the topics are, there are very general topics that appear in the functional skills English exam.
Hollie
And they tend to be.
Hollie
Collecting bins and writing to the Council. Organising charity day.
Hollie
Wow, this concept staff remind me.
Speaker 1
Travel concerns, so whether or Caesar more economic public transport more economical than using your own car, things like that.
Hollie
So everything is in. If you look at it. Overall it it. It seems functional, but actually when you're putting this to 16 to 19.
Hollie
They have never maybe taken a bin outside and understand the stresses of the bins not being collected or they have not yet had to organise a charity day.
Hollie
It might be something that they might do at college, but they have not yet had chance to organise it.
Hollie
Yeah, so it's quite tricky for them to put themselves in that situation, and I think a lot about functional skills in GCSE with writing is being able to.
Hollie
William visit where you are.
Hollie
In order to get them ideas.
Speaker 1
Yet you've got.
Speaker 1
To be involved in this scenario, almost.
Hollie
Yeah, definitely an and I think that that it's a real tackle and it I was talking to illustrate will talk about building confidence within writing, which is a really key skill that we have to promote in both 16 to 19 and the adult learning isn't it because it's about not being afraid to put pen to paper?
Speaker 1
Yeah, I think that's an issue for a lot of them. They can have the discussions, but when it comes to writing it down and kind of committing those thoughts to something more concrete, it's really daunting.
Hollie
Yeah, definitely, and for speaking and listening you can have those discussions, can't you you know? Like level 2, what you speak? Present presentation there.
Hollie
Be some really interesting, diverse things that could come out. You know, sometimes you get you. This is, you know Arsenal Football Club. But you from the adults there be some really.
Hollie
Indepth World thought ideas you know?
Hollie
How Christmas trees originate. In a in a certain country and that was, you know their country and how that's transpired.
Hollie
But yeah, when it comes to their the writing element, it's it's so difficult to to actually put across.
Hollie
Yeah, is everything.
Hollie
Is everything?
Hollie
Speaker 1
With the element that they struggle without the reading, the writing in the speaking and listening, yeah.
Hollie
I think I'm.
Hollie
I think this there's more that we need to do to to support it, but this is what we're discussing. We know how how do we. How do we support that? How do we move that forward?
Speaker 1
Yeah, we talked about kind of almost making virtual reality scenarios. Didn't wait. Yeah um, so sort of recording those experiences and maybe seeing it visually would allow them to imagine it, but I guess I kind of wouldn't do.
Speaker 1
Particularly with younger learners, maybe they just don't feel seen by these topics. Maybe they're not as functional as we kind of think they are. Other perhaps they were in a sort of pre pandemic world.
Hollie
Oh
Hollie
Yeah, that that's so true or not, not really. Can consider the fact that they've not been seen. That's really interesting.
Speaker 1
Maybe they just don't feel represented, which is interesting considering we would see them as general topics. Yeah, maybe the concerns of our learners are just shifting and.
Hollie
Also, I suppose we.
Hollie
We we see as this is a scenario, maybe that.
Hollie
You would you would.
Hollie
Typically deal with as you progress through life.
Hollie
You know, you know there will be a day where you'll be in order by your bed, but actually at moment in time, it's not. It's not relevant to them. Is it at all? And then.
Speaker 1
No.
Hollie
I know, I know, it won't be at level 1, maybe, but you know, I've seen a lot of primary school teachers who are doing the functional skills in year six or its alternative provision that I'll do in entering and level one. And again, that's it. That's an even younger.
Hollie
Each to not be seen and heard that is not actually. They're not. They're not being represented. That age groups not actually being represented at.
Yeah.
Hollie
All within the exam.
Speaker 1
Now.
Speaker 1
Which may be the topics need to shift eventually. Maybe these concerns will become more relevant. Sort of when we start to go back to having a fully normal life.
Speaker 1
I wonder how much the pandemic kind of impacted it, or whether it is just their not age relatable concerns.
Hollie
Yeah, and I suppose IT services the sad part of the reform is.
Hollie
Yeah, it's the sad part that's come from the reform when we look at it, because there's now don't know how you're feeling by, but I think there's more of a definite gap between the levels and even you know, Level 2 is is there, but we never wanted to.
Hollie
It's still a gap away now it's bigger. It's a lot more difficult, which in some respects people argue is what it needed to be a separate level qualification if you like, but.
Stef
Yep.
Hollie
And.
Hollie
I just think it should be. It's an accessible in my eyes, it's inaccessible qualification that we provide for adults for 16 to 19 for alternative provision in order to gain an English qualification to gain English status, you know they can do it.
Hollie
I.
Hollie
Speaker 1
I don't know.
Speaker 1
I think in my mind, yet that gap is there an my learners in particular. I think the jump from level one to two this year.
Speaker 1
It's been really difficult, especially being online, but for me that the gap is there and then it's almost double the width when you go from level 2 to GCSE, yeah.
Speaker 1
Um, so it's almost like the progression, isn't it doesn't make as much sense as it maybe could, yeah.
Hollie
I agree, that's interesting. Yeah, definitely an, and I think that you know it's it. It sounds like we're coming to the thought path that actually worries the bigger market for functional skills.
Hollie
You know where is? Who is using functional skills the most? Is it the alternative version? Is it their 16th 19?
Hollie
Is it the adult learners? And yeah, how can we? How can we build a qualification that supports that?
That
Hollie
Specific age group maybe? You know it is sexist with everybody, but you know if we're saying that you know 16 to 19 is where.
Hollie
It's it's been studied the most. Then we have to look at the topics that are covered and it has to be made more accessible.
Speaker 1
Yeah.
Hollie
But yes.
Hollie
Yes.
Speaker 1
But maybe it's just differentiating it to.
Speaker 1
So both groups. Coz again my adults, some of some of my adults and find it difficult to connect with those topics as well.
Hollie
Yeah.
Hollie
Speaker 1
Yeah, but my baby is looking at sort of differentiation. There's so many so much of a broad range of topics that we do look at to try and build skills that aren't necessarily on the exam. Yeah, maybe it's incorporating some of those.
Hollie
Under just jumping back, just was thinking about it. So you are saying that your your agile learners are more confident in talking about those more challenging discussions that open up so you know the LGBTQ community? How?
Hollie
How confident are they in talking about them in class? You know on their own or within within a group.
Hollie
Coz we also talking about the we have a large amount of ESOL learners in some settings. Don't weigh in.
Hollie
Sometimes those are not topics that those adult learners have heard of before.
Speaker 1
Yeah, and it can be tricky. I think the handful of times that I've kind of introduced those particular LGBTQ.
Speaker 1
Anne talk related topics and it can be challenging for them, but I think I try and sort of prefix it with the kind of understanding that I'm not trying to change any of their opinions and as long that it is under these respectfully kind of voice, they can say whatever they like as long as they are aware of their opinions. Can upset all the people. So just think before you say.
Speaker 1
Make an astounded me tissue actually coz I thought the communication gap would be bigger. Being on line there, be more reluctant to be involved, but they've been really forthcoming in their opinions about lots of different topics.
Speaker 1
And so I discussion topic. Speaking listening. We practised this week doing right to protest, yeah, and they really got involved with that. Looking at different ways that allsorts of diverse groups and marginalise.
Speaker 1
Based on those ESOL learners that would normally shy away from those topics, have something to say. So I wonder, maybe if the online world is maybe made it a bit more accessible to talk about those topics.
Hollie
Yeah, definitely.
Hollie
Yeah.
Hollie
Interesting, yeah, I think the the screen provides a level of safety, doesn't it?
Speaker 1
Yeah, it's almost really comforting for them. It's a safety net.
Hollie
It goes, it goes back to.
Hollie
A session I was on the other week about impostor syndrome and we were talking about how actually some of us felt more confident maybe being on line T gain or in meetings or in settings that we would normally put in.
Hollie
Where is if we were face to face with feel almost or really nervous and not quite as confident. But then again, if we flip that, you know that's the role as a facilitator teacher, isn't it to make sure that the area where we discussing it there the space?
Hollie
Yeah, it's about building that trust in that report to have those discussions. So there absolutely, that's your learners are so lucky that you you've built that community within the classroom to be able to talk about them.
Speaker 1
And considering we've never met think I've met two of my learners out of both groups, I've got in person, so I'm quite proud of that this year.
Hollie
Yeah, absolutely. It's a huge achievement building. You know there's a lot of talk about building communities online, and some people were really not for that. Although you know going forward just because we've been on line, we shouldn't keep online.
Stef
Jack
Hollie
Actually, it proves it does work.
Speaker 1
Yeah, I think it's got really important role to play going forward. I'm definitely not going to have a kit for being online full time.
Speaker 1
For being in living room for you kind of need some fresh air in the classroom back, but I definitely think it's got a massive role to play in. Kind of how we move forward, particularly our sort of fields in terms of Fe and Adelaide.
Hollie
Definitely so well. We're coming towards the the last part of our our podcast today so that we ask everybody is what is your most memorable lesson? Can be a positive experience. Could be a negative experience.
Speaker 1
Oh, that's a really hard when. Actually, I haven't particularly BetOnline there's been so many kind of milestones and challenges we've overcome, but I think probably the most memorable would be one of my most entertaining lessons.
Speaker 1
So we were doing eyewitness accounts an again it was kind of making sure that they felt involved and engaged when a lot of them were. They heard of them. But Watson eyewitness account, why do we?
Speaker 1
Get them so sorry, first engineered it and I have them draw their own kind of perpetrators an use adjectives afterwards to describe them, but kind of that process of drawing them and creating this character really got them invested, and that was one of the last few lessons I think I did in the classroom.
Speaker 1
So yeah, I think that's my most memorable at the.
Hollie
Moment wow, that sounds really interesting and I think.
Hollie
I'm having a character within the classroom is is so important, yeah?
Speaker 1
It gets him being creative as well, which was quite hard to access with the functional skills sometimes.
Hollie
Yeah, definitely definitely.
Speaker 1
I'm big on encouraging creativity and that worked really well. Ohh it.
Hollie
Sounds fabulous and so Steven come towards the end of our podcast.
Hollie
Thank you so much for coming on today and for sharing other wonderful things that you've been doing and all the thoughts that we've been sharing recently. Just for those listening, do you want to share your Twitter handle so people can find you?
Speaker 1
Yeah, it's at Raven at a desk.
Hollie
Fabulous thank you very much Stef.
Speaker 1
Thanks for having me Holly.
Stef