Tuesday, 5 February 2019

Reformed Pionýr children’s movement marks 25th anniversary


Reformed Pionýr children’s movement marks 25th anniversary
A After the Velvet Revolution of 1989, everybody thought that the country’s biggest children’s organizations, Pionýr, would fall into oblivion, being replaced by the more respected Scouts. But Pionýr has bounced back and this year celebrates 25 years since it was reinvented. Ruth Fraňková spoke to Pionýr’s Jakub Kořínek and first asked him if the organisation had any ties to its communist predecessor. “We don’t have any ties to any ideology, political or religious. We are just an organisation for children. We do leisure time activities, summer camps, trips. We have groups and open clubs for non-members.”
B So the organisation has nothing to do with the Communist Party or with the former Pionýr. “Pionýr was not tied that much to the Communist Party. It wasn’t a part of the Communist Party. I can’t say that there were no ties, but it was always mainly about activities for children: summer camps, winter camps and so on. That has not changed. Pionýr today still works for children. In these aspects it is the same. We just don’t have any ties to any ideology. That’s the only change.”
C What about the Scouts? Do you regard them as competition? “I can’t say that we are in any strict competition. The target group is similar, of course. Some of the activities are also similar as well. But there are also some significant differences. We have no ties to any ideology, while boy scouts have ties to Christianity. Also our activities are co-educated while boys’ scouts, as the title suggests, have their activities separated, in principle. So that’s also a big difference.”
D How big is the organisation today? How many people are there currently in Pionýr? “There are currently about 15 thousand members. But as I sad, we have open clubs, which are open, so anyone can come and join the activities. Our summer and winter camps are also open and about one-third to one half of their participants are non-members.”
E What about the attributes of Pionýr, such as the blue shirts and red scarves? Have you kept any of these? “We don’t have blue shirts any more. We have a new logo, but there is no dress code. We do have some common things, which you can wear but you are not required to. Like many things in Pionýr today, it is optional.”
Adjusted to (1)
oblivion – zapomnění
bounce back – otřepat se, sebrat se

1) Read the article and match each of the headings to a paragraph.
1 Ties to political ideologies
2 Uniforms
3 New Pionýr organization
4 Differences between Scout and Pionýr organizations
5 Members of the organization

2) Read the article and answer the questions.
1 What did the organization look like before the year 1989?
2 What changed after the revolution?
3 What are their activities like?
4 What are differences between Scout and Pionýr organizations?
5 How can we recognize a Pionýr member?

3) Explain the following words and phrases.
1 predecessor
2 target group
3 co-educated activities
4 non-members
5 optional

4) Answer the following questions.
What is Pionýr striving for? What does an ideal Pionýr look like? Who is a scout and what is Junák organization? What activities are done at their summer camps? How do these organizations influence children? What do you know about Czech Sokol Organization?

Video:

Tips, sources of information:

Source:
(1)
FRAŇKOVÁ, Ruth. Reformed Pionýr children’s movement marks 25th anniversary. Český rozhlas [online]. 2015 [cit. 2015-09-20]. Available at: http://radio.cz/en/section/curraffrs/ reformed-pionyr-childrens-movement-marks-25th-anniversary

Tuesday, 18 December 2018

Nicky Morgan vows to ease needless bureaucracy for teachers


Nicky Morgan vows to ease needless bureaucracy for teachers
A The education secretary has promised teachers she will tackle unnecessary bureaucracy in schools by establishing working groups on marking, lesson planning and pupil data, following years of complaints from those in the profession.
B Nicky Morgan said she would ask the three committees to look at the administrative burden faced by teachers and school leaders. She suggested teachers could reduce workload simply by not answering emails after 5pm. “Teachers and leaders have told us that much of the work they do every day – such as marking, planning and tracking pupil progress – is essential, but that it’s the volume, duplication, bureaucracy or detail that can prove unnecessary or unproductive,” Morgan said. “So that’s why we’ll be setting up new working groups to address the three biggest concerns that teachers raised in the workload challenge: marking, planning and resources, and data management.”
C Morgan warned that “there’s only so much that government can do to reduce workload and that the real battle is about changing behaviour”. The three working parties will look at schools that have developed effective techniques without generating unnecessary workload, and recommend models for other schools to follow. “I can say that the working parties will be made up of frontline professionals who will look at these key areas and produce real and concrete recommendations for the department, for schools and for heads to minimize unnecessary workload,” Morgan said.
D In recent years teachers have complained about the adoption of double and triple marking of student work as a means of giving feedback to pupils, encouraged by Ofsted inspectors. Lesson planning is one of the most time-consuming areas of preparation, according to many classroom teachers. Russell Hobby, general secretary of the National Association of Head Teachers, said it was a key issue. “The workload challenge can be solved by more intelligent accountability, better planning and fewer changes from government,” Hobby said.
E In her speech, Morgan also made a further plea for retired professionals to consider retraining as teachers, as unions and school leaders warn of a recruitment crisis. “But I stand by that statement, because just as I want dynamic young graduates to bring their energy into the classroom, so too do I want those with years of experience in a range of careers to bring their wealth of knowledge into the classroom as well. I believe that those at the end of their careers have a huge amount to offer our classrooms.”
Adjusted to (1)



tackle – poprat se
burden – břemeno, zátěž
accountability – zodpovědnost
plea – žádost, prosba



1) Read the article and match each of the headings to a paragraph.
1 Morgan wants to reduce workload
2 Morgan calls for help of retired teachers
3 Workload and Hobby’s recommendation
4 Bureaucracy in schools should be reduced
5 Morgan wants to establish three committees

2) Read the article and answer the questions.
1 What is bureaucracy in schools?
2 Who is Nicky Morgan? What does she say about administrative burden of teachers?
3 How does she want to solve the situation?
4 What do teachers complain about?
5 Why does Morgan call for retired professionals?

3) Explain the following words and phrases.
1 reduce workload
2 marking, planning and tracking pupil progress
3 frontline professionals
4 lesson planning is one of the most time-consuming
5 consider retraining as teachers

4) Answer the following questions.
What are duties and responsibilities of a classroom teacher? What are duties and responsibilities of a preschool teacher? What are their everyday activities?

Video:

Tips, sources of information:

Source:
(1)
ADAMS, Richard. Nicky Morgan vows to ease needless bureaucracy for teachers. The Guardian [online]. 2015 [cit. 2015-09-20]. Available at: http://www.theguardian.com/ education/2015/jul/29/education-nicky-morgan-unnecessary-bureaucracy-teachers

Tuesday, 22 November 2016

Science ‘squeezed out of primary schools’



Science ‘squeezed out of primary schools’

A Science is being squeezed out of English primary schools, with a third not providing the recommended two hours of teaching a week, research suggests. The Confederation of British Industry study also suggests science has become less of a priority in many schools. A third of 260 teachers surveyed said they lacked confidence teaching science.
B The government said the report was “nonsense”, and its new curriculum “rivals the best in the world”. In the report, Tomorrow’s World, 53% of the teachers surveyed for the CBI said science teaching had become less of a priority over the past five years. And 36% of the schools teaching science at Key Stage 2 said they were not providing the minimum recommendation for science education of two hours every week. Some 20% said they committed over three hours, but 7.5% said they taught less than one hour per week.
C CBI director general John Cridland said: “Science education in primary schools is being squeezed out. How can we expect to inspire future generations of scientists and engineers if we don’t deliver high-quality and inspiring science lessons at primary school age? If we are not careful, too many children will have lost interest in science before they hit their teens. A lack of science, technology, engineering and maths skills are already holding back economic growth, and this will only get worse if we don’t energize the next generation. Pupils need innovative, fun lessons with access to the latest science kit and need to break free of the classroom more to visit cutting-edge companies.”
D Prof. Julia Buckingham, vice-chancellor of Brunel University, London, said: “The report’s findings - indicating that Stem (science, technology, engineering and maths) subjects have become less of a priority in primary schools in recent years. None of us should be in any doubt of the critical importance of ensuring that the education system inspires interest and enthusiasm for the sciences and provides careers advice and guidance as early as possible for school students.”
E A Department for Education spokesperson dismissed the CBI’s findings as “nonsense”. “Science is a compulsory subject in schools from age 5 to 16,” said the spokesperson. “It is a crucial part of our plan to prepare young people for life in modern Britain, and we have made big strides in recent years. A record number of pupils are now taking science at GCSE and we are seeing more young people taking the crucial STEM subjects at A-level. We have introduced a new primary science curriculum to get encourage more young people to study it.”
Adjusted to (1)
squeeze out – vytlačit
stride – pokrok

1) Read the article and match each of the headings to a paragraph.
1 The government disagrees but the research figures are clear
2 Buckingham’s opinion
3 Science has lost its priority
4 Government says the findings are nonsense
5 Science is important for economics

2) Read the article and answer the questions.
1 What was the research about?
2 What were the results of the experiment?
3 How does the government oppose?
4 Who is John Cridland? What does he say?
5 How does science influence future life of the pupils?

3) Explain the following words and phrases.
1 its new curriculum “rivals the best in the world”
2 science education
3 we don’t deliver high-quality and inspiring science lessons
4 break free of the classroom
5 provide careers advice and guidance

4) Answer the following questions.
What is science? How does science education influence development of children? Do you think our government supports science education and research enough? Why not? How should be science taught?

Video:

Tips, sources of information:

Source:
(1)
RICHARDSON, Hannah. Science 'squeezed out of primary schools'. BBC News [online]. 2015 [cit. 2015-09-21]. Available at: http://www.bbc.com/news/education-31749900