PRIDE OF OUR PLACE - The Centre for Cross Border Studies

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They took responsibility for their own learning which,in turn, gave them a sense of ownership and pride.(Teacher, Year Two)This first year has just started me thinking aboutactivities and approaches to this project. Anindividual pupil e-mailing system would free up thelimited communication that did take place. Pupilscould plan more of the project with their partners tomake the process more interesting and relevant.(Teacher, Year Two)In the questionnaire at the end of Year Two, gettingthe children involved was rated the most importantaspect, with most teachers rating this as eithernumber 1 or 2. While the schools rated this aspect asbeing really important, it was felt that it was easy tomotivate the children, as this type of learning interests them and they have a opportunity toengage, talk and share with other children.They were very proud of their presentation and enjoyed showing their penfriends everythingthey had found out. I believe this interaction between children to be very important and feel itbenefits both schools. (Teacher, Year Two)The need to involve pupils more in the ‘enquiry aspect’ of the project, to take into account thechildren’s views and ideas, and to stress their role as researchers and reporters on their ownlocal area, came across very strongly at the end of Year One. More time for pupils to interactwith each other on visits was also cited as being of great importance. Thus at the end of YearOne teachers were emphasising key areas for the project to address in Year Two. Learningtakes on a whole new meaning when it happens in the company of others. This is evident inthe section of this report on the impact of the project on the pupil, where key skills such asdecision-making, interpersonal and co-operation skills were identified as coming to the fore asthe project developed.The reflective diaries completed by teachers at the end of Year Three also reflected theimportance of the pupil-led enquiry based approach. At the conclusion of the project eachteacher was asked to rate on a scale from 1 to 5 whether the project had fulfilled theirexpectations in involving pupils in their own learning (1 = not at all; 5 = to a very significantextent). It is important to note that eleven out of thirteen responding teachers rated the level ofpupil involvement in their own learning at 5 (to a ‘very significant extent’) and two at 4 (to a‘significant extent’). This shift to pupil ownership was very evident as the project grew anddeveloped, and was a significant factor in the success of ‘Pride of our Place’.Time to meet with partner school and the two-day residential workshopUseful bonding exercise! Very enjoyable for establishing links and friendships.(Teacher, Year Two)In a midway evaluation of the training (January 2004), all teachers rated the residentialworkshops as very beneficial. An opportunity to meet all the personnel involved in ‘Pride of ourPlace’, as well as meeting the other partner schools, was most valued by teachers andPride of our Place 2002-200621
principals. One teacher commented that this was ‘a very live exercise and an opportunity tofoster understanding and pride’. What was striking about teachers’ comments was the focus onthe building and strengthening of relationships. Sharing knowledge, experience and ideas wascentral to the whole process as well as the time allocated to planning with the partner school.The whole area of social interaction was most valuable to the process, both from the teachers’,pupils’ and wider community’s point of view. One teacher commentedthat residentials, where people have the opportunity to meet all thepersonnel involved, ‘gives you a feeling of belonging’. Anotherteacher commented that they were ‘a wonderful opportunity to meetwith partner school face to face’ and that these training days werevery interesting because they gave an ‘insight into the activities andachievements of other schools’.Teachers appreciated the opportunity each year for the affirmation ofthe work of the schools and also the time provided to celebrate thiswork. What was also interesting was the developmental aspect ofthe project for the teachers, which allowed them, through thediscussions at the workshops, to decide clearly on what needed tobe targeted in their planning for the year ahead.The two day meeting was invaluable for laying the groundworkand getting a sense of the type of schools involved.Communication between the children was great. We used video,letters, e-mails, swapped local history books and poems, sent certificates. Children’sinvolvement is the main interest. They sourced local knowledge and involved parents andfriends…the display of our drama to the school and to the parents kept interest alive. The visitby support personnel was valuable. There was a good balance, I felt help and encouragementwere available and given but I was not under pressure to produce materials and ‘perform’. Thiswas something that had concerned me before taking on the project. The financial supportenabled the school to purchase materials, source a historian, invite parents for an afternoonand entertain our guests without straining our resources. It was not the major factor inanything undertaken, it just made life easier. The days the children met were wonderful butshort, due to distance. Perhaps another meeting, taking in an educational trip, wouldstrengthen bonds even more. (Teacher, Year One)An excellent two days – we left Monaghan with a very clear understanding of what wewished to achieve. (Teacher, Year Two)The crucial element for the teachers was the time to meet and plan for the year ahead withtheir partner school. This time to meet and plan was seen as an essential element of theproject, and all schools felt that project structures need to have this element built in right fromthe start. Five teachers rated this aspect as the most influential aspect in the planning process.Great for planning etc., but equally important was the strengthening of relationships betweenteachers. (Teacher, Year Two)More planning time was advocated in Year One of the project with an emphasis on veryfocussed planning between the partner schools, so that visits would be effective andbeneficial. One comment from a participating teacher, after Year One, clearly supports thisview: ‘It wasn’t focused enough - possibly if we had a skeletal plan: times, dates, people,activities, finance etc’.22 Pride of our Place 2002-2006
Page 1 and 2: PRIDE OF OUR PLACE2002-2006FINAL RE
Page 4 and 5: TABLE OF CONTENTSAcknowledgements 0
Page 6 and 7: CHAPTER ONEINTRODUCTIONThe project
Page 8 and 9: • To facilitate pupils to explore
Page 10 and 11: • Water studies: river studies (D
Page 12 and 13: School Project Partner Project Date
Page 14 and 15: It was with great interest that I w
Page 16 and 17: and June. Many of these partnership
Page 18 and 19: esteem was integral to the developm
Page 20 and 21: There have been many beneficial lea
Page 24 and 25: The two-day residential workshops e
Page 26 and 27: One very helpful resource was the h
Page 28 and 29: the children were now very proud of
Page 30 and 31: The importance of learning in the c
Page 32 and 33: connected. I didn’t know that Cú
Page 34 and 35: talking, comparing notes, playing f
Page 36 and 37: e its most beneficial and valuable
Page 38 and 39: CHAPTER FIVEIMPACT ON THE TEACHERWh
Page 40 and 41: Already overloaded school work left
Page 42 and 43: Site visits, the use of ICT and the
Page 44 and 45: • Whole school involvement is par
Page 46 and 47: They only wrote once and I wish I c
Page 48 and 49: Disappointing aspectsThere were few
Page 50 and 51: and made suggestions aboutformat. T
Page 52 and 53: I have learned that they do things
Page 54 and 55: Working in groups and greeting new
Page 56 and 57: Children had to think about their m
Page 58 and 59: CHAPTER 7IMPACT ON THE COMMUNITYI t
Page 60 and 61: I think he benefited greatly from t
Page 62 and 63: CHAPTER 8CONCLUSIONS AND RECOMMENDA
Page 64 and 65: As a result of the rich information
Page 66 and 67: As the project developed over the t
Page 68 and 69: Opportunities were provided for the
Page 70 and 71: Practical aspects• Once-off conta
Page 72 and 73:
It is recommended that a structure
Page 74 and 75:
APPENDICESAppendix ATeacher Questio
Page 76 and 77:
• Story• Use of drama• Interv
Page 78 and 79:
Characteristics of GoodPracticeQues
Page 80 and 81:
Characteristics of GoodPracticeQues
Page 82 and 83:
Appendix DEVALUATION OF ‘PRIDE OF
Page 84 and 85:
Since detailed information was obta
Page 86 and 87:
such as making bird-boxes. Myths an
Page 88 and 89:
• The context of this project als
Page 90 and 91:
partner school. The whole area of s
Page 92 and 93:
that teachers should, if possible,
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