PRIDE OF OUR PLACE - The Centre for Cross Border Studies

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Already overloaded school work left little time for communication between children beforemeeting. (Teacher, Year Two)However overall the teachers stated that there were hardly any aspects of the project whichthey found difficult, except some minor ones.[There was] great communication with the partner school’s teacher and her children, theparents and all those involved. (Teacher, Year One)Good forward planning led to smooth implementation. (Teacher, Year One)Teachers’ professional developmentTeachers commented that ‘Pride of our Place’ had been a very positive professional learningexperience. Areas where they benefited most were:• Inter-school exchanges, meeting and exchanging views with teachers from across theborder; experiencing another type of an approach to education• Developing more creative approaches to teaching and learning and getting interesting ideasand tips for teaching when visiting the partner school• Enhanced organizational skills and improved use of ICT.Learning about the education system in another jurisdiction was a very important aspect forthe participating teachers, as was building relationships in the cross-border context. Teachersalso spoke about developing an appreciation of their own local area and about becoming moreself reflective about their teaching.At the end of Year Two, teachers engaged in a self-reflection exercise on the project’sobjectives. This evaluation involved ranking the project objectives on a scale of 2 – 10 (where2 = very little and 10 = a great deal), in terms of the fulfilment of these objectives. At the YearThree training workshop, a session was held on self-reflection, whereby the teachers engagedin a process of outlining key indicators of what constituted evidence of the fulfilment of eachproject objective. 30 This exercise was a most beneficial one and was a clear progression fromYear Two. The annual residential training workshops were really beneficial, and over the threeand a half years of the project it became apparent how the teachers had grown in theirrelationships with each other, as well as in their confidence.This was particularly evident at the Year Three workshop in the AMMA Centre in Armagh. Eachschool partnership was invited to present a report to the other partner schools, using whatevermedium they wished, on the previous exchange visit. The manner in which each partnershipundertook their presentations was a real tribute to the strength of the bonds which haddeveloped over the years, and also a powerful demonstration of the professional approach theyhad taken to the partnership and the pupil-centred approach of the project. Each presentationbrought with it a unique style and approach and cumulatively they were an immense learningexperience for everyone.All agreed that presentations like these would not have happened in the first year andprobably not in the second year of the project. This sharing of experience between the schoolsalso demonstrated the range and variety of projects that were undertaken in Year Two, and thecreative and imaginative development of the nature of the projects. The third year was thecritical time for this sharing and creative development to happen. This was due to a growth inprofessional and personal confidence and trust by all involved with the work of the project.Pride of our Place 2002-200639
In the final self-reflection, completed by teachers at the end of the project, thirteen teacherswho responded to the questionnaire rated the enrichment of their own professionalexperiences as to a ‘very significant extent’ (ten), with the remaining three rating theirexperiences as to a ‘significant extent’. It is clear from this that ‘Pride of our Place’ provided theparticipating teachers with many opportunities for the enrichment of their own professionaldevelopment.I worked harder, was better motivated to produce a higher standard of resources andencouraged more outside support and input. (Teacher, Year One)It made me more self critical of the way I teach. (Teacher, Year Two)It gave us a holistic approach to learning and finding out. We were able to merge numeroussubjects and the whole project was so much more meaningful. (Teacher, Year Two)It further enhanced my understanding of the approach and methodology suggested in therevised curriculum. (Teacher, Year Two)I felt I have developed a deeper appreciation of my area and therefore have moreconfidence in my teaching of local history. (Teacher, Year Two)Use of active and investigatory methodologiesAt the end of both Year One and Year Two teachers were asked to list the methodologies thatthey had used over that two-year period. The grid below lists the variety of methodologies andapproaches employed. However while the first two years were important, it was in Year Threethat many of the partnerships engaged in joint or shared work, employing a diverse range ofmethodologies. The final exhibition in Year Four was a fine display of the range ofmethodologies employed over the period of the project.Methodologies 2003 2004Trails 13 10Use of maps 14 15Use of photographs 16 15Use of documents 10 8Use of ICT 16 15Site visits 16 15Oral evidence 14 14Story 11 13Use of drama 3 4Interviews 6 10Surveys/questionnaires 6 6Habitat studies 7 7Audio and video recording 2 2Poetry/song 2 2Visit by specialist 1 2Compilation of scrapbook 2Construction 1 1Mind-maps 240 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 22 and 23: They took responsibility for their
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 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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