A proposed Rainbow & Speak English pilot
Try it in class. Decide with your teachers.
Choose something you would like to teach. Set a question for the pilot, then use your teachers’ observations to discuss what comes next.
Play 0:57, with sound and captionsRead what is said
- NOTE Reviewed by hand against the recording. Speech recognition drafts
- are not published unreviewed.
- Food Colors
- I like colorful food.
- Are you ready to play a colorful game?
- Click on any color you like.
- Don't forget to eat plenty of vegetables and fruit, whatever color
- they are.
- Red! Click on all the red vegetables and fruits.
- Turnip,
- apple,
- pepper,
- cherries,
- tomato.
Give the pilot a lesson to start from.
We propose a paid classroom pilot with named teachers, an agreed scope and a decision date set before it starts.
Bring a topic from your scheme of work and the activities you would like to try. Involve the teachers who would use them.
What would earn a place in your next lesson?
The English you want to teach
Which activity belongs with your next topic? What language would you introduce before using it?
The answers you want to invite
Where would you ask pupils to repeat, choose or give an answer of their own? What would you ask next?
The room you will teach in
How will you open the activity and play the sound? What will teachers need to check before the class arrives?
Agree who does what before the class arrives.
| Area | Your team | Discuss with us |
|---|---|---|
| Classroom scope | Name the classes, teachers and activities you want to try. | Agree the scope, timing and decision date. |
| Setup | Identify the rooms, devices and IT contact. | Installation is arranged with your IT team. Discuss the equipment checks to include. |
| Teacher preparation | Set aside time for teachers to explore the activities they plan to use. | Agree any training and teaching resources to include. |
| Support | Name the person who will raise technical questions. | Agree the support scope and contact route. |
| Review | Choose the questions teachers will reflect on after each lesson. | Agree who will gather the observations and lead the review. |
Plan for the lesson and the decision.
Use these stages to shape the proposal together.
Set the question
Ask what would make the material worth using again. Agree what you need to observe in the classes involved.
Rehearse before teaching
Agree equipment checks and any training. Give teachers time to explore the activities and plan their questions.
Try it in class
Ask teachers to note what they asked, how pupils responded and where they needed to explain more.
Bring the teachers’ notes together
Return to the question you started with. Discuss which activities you would use again and what needs further work.
Settle the fee and any credit in advance.
Pricing depends on the campuses and learners in scope and the rollout support you need. We quote after discussing those requirements with you.
We propose crediting an agreed part of the pilot fee against an initial annual licence contract, if you sign by the date agreed before the pilot starts.
Before you agree a pilot
Can we look at the activities before discussing a pilot?
Browse the courses and find something you would like to teach. Include the activity name when you get in touch.
What training and support should we plan?
Set out where teachers and IT colleagues will need help. Agree any training, support contact and response arrangements in the proposal. Work through the setup questions.
How could we assess learning during a pilot?
Ask your academic lead to define the question and select the assessment. If you compare pupils’ work before and after using the material, agree how you will interpret the findings.
What should we check for learners with access needs?
The activities are visual and audio-led, built for a pointer or finger. They have not been assessed against an accessibility standard.
Would you put it in next term’s plan?
Ask teachers which activities they would choose again and what they would need to use them. Compare their answers with the question you set at the start.
Use those observations to discuss wider use, conclude the evaluation or propose further work on an unanswered question.
What would you like to find out in class?
Tell us what you would teach, who would try it and what you need to know before deciding on wider use.