PRIDE OF OUR PLACE - The Centre for Cross Border Studies

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They only wrote once and I wish I could have got more contact with them.We didn’t really get to spend time talking to the school face-to-face about the project.I was dismayed when we didn’t have enough time to play outside.The thing that disappointed me about the project was that we only did things with themthree times. I would have liked to meet another few times.I was disappointed that we didn’t get more time to play and talk to them.Motivating aspects for the pupilsThe teachers noted that the aspects which appealed most to the children were:• Meeting new friends, visiting and communicating with the other schools and planning forthe visits;• Showing off their own school and its environs; preparing the trails and games for the visit;• The games and fun element of the day and the opportunity to eat together;• Researching and presenting their work, using the digital camera, doing power-pointpresentations, making video and audio tapes, and the practical nature of the work;• Involvement of the wider community;• Getting the project completed.What the teachers saidMeeting their pen pals – they were very excited about this aspect of the project. (Teacher,Year Two)The fun element of any project will always be more appealing to children than theeducational aspects!a) Planning and choosing topic for researchb) Communicating with partners, especially via ‘snail mail’c) Participating in joint essay projectd) Bus trips to historical arease) Meeting partnersf) Compiling video diary. (Teacher, Year Two)They loved to see the garden change. They brought their own art work and pieces todecorate it. (Teacher, Year Two)E-mailing the other children before meeting; visiting their friends’ school and hosting thereturn visit; the visit of a past pupil of the old school telling them about school life in thepast. (Teacher, Year One)Having a choice and a say in what they did. Realizing that their own families were part oflocal history. (Teacher, Year Two)Allowing the children to come up with a plan, letting them develop it and letting them takeresponsibility for various aspects of it. Ensuring their involvement in all stages of theproject. (Teacher, Year Two)Pride of our Place 2002-200645
Feeling ownership of the garden was a great motivation. Sharing it with others was greatfun. (Teacher, Year Two)Sharing their place with other children. (Teacher, Year One)The fact that they were representing their school and that they wanted to show theirpartner school where they lived and their pride in it. (Teacher, Year One)What the pupils saidMy favourite moment and probably the most exciting moment was when they first arrived.Meeting them…I mostly liked meeting them. I didn’t know what my pen friends looked like,so it was a nice surprise meeting them. I loved their accents.The best moment in the whole project for me was when we went swimming in Newry withour partner school.Dinner, because you could just sit down and talk with your friend.I liked seeing what they played and what work they did.Most insightful were the comments by the pupils on the learning opportunities:Instead of hearing about it [the project], we saw it! It was hard though because we had togo up and introduce ourselves to complete strangers. It was great fun and I would love todo it again.I think it was a good idea because we learn about different people with different cultures.I learned that other places are different in ways and similar in ways to ours.46 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 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 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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