alfred 2 - University of Winchester

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6 highlighted the differences between our system and others’. They discussed an Austrian school that allowed the children to create their own behavioural policy and to implement their own award and punishment system. There are many parallels between this school and English schools in terms of handing ownership to children, and the teacher as a facilitator of learning. We were also challenged by a presentation from a Russian student about the structure of the English language, and humbled by the fact that we did not have such a deep understanding of our own language. One thought-provoking presentation was given by a Hungarian teacher who presented a session about second language learning and identity. The value of having to create a new identity for each language learnt was very explicit and gave us all sorts of ideas for the practice of Modern Foreign Languages in Primary schools in the UK, which will soon be entering the curriculum. While we were aware of the need to understand the culture of each new language learnt, this paper really emphasized that this understanding needs to be lived by language learners and they need to immerse a new language within a new identity. All of us were struck by the level of the fluency of the English spoken by the students and how interested they were in finding out about English culture, and perhaps felt slight pangs of guilt about having been lazy when visiting other countries in the past, expecting them to speak English rather than making an attempt to learn their language. This, as much as the excellent presentations, really brought home the importance of educating children in different languages and giving them an awareness of other cultures, and has given us an added impetus to apply this to our teaching. As one of us said, “The experience has encouraged me to start to learn French in preparation for teaching…in my first job in September”. For those of us going into multicultural schools, the conference has brought home the challenges faced by children with a variety of cultural and linguistic backgrounds, especially in terms of supporting children with English as an Additional Language. With these factors in mind, maintaining and valuing international links seems really important, and we will keep the contacts that we made at the conference so that the children that we teach can write letters and emails to them and find out about other cultures. Going to the conference has made us very aware of the value of sharing practice with other people. This was on an international level, but conferences could take place between staff members at one school, between schools in a county or local area or on the more typical national levels. We would be very interested to see such shared practice and feel that new ideas could be expanded and make a real difference to teaching and learning. The chance to share a passion or an enthusiasm was an excellent experience as a student, and now a qualifying, teacher. We would like to offer the chance to children in our classes to conference their ideas, perhaps after project work or a home learning project. Our experience made us feel valued within a new and transient community of people, and such a sense of value could really support children in their self confidence and in the development of social and life skills. In summary, we enjoyed ourselves, learnt a lot and made some new friends and contacts that will shape our entry into our teaching careers. The trip was invaluable in terms of learning about other cultures both from visiting another country and talking to other students from all over Europe. It was also very interesting to gain insights into other education systems and to learn from each other through our presentations and questions. We found that the other students allowed us to think from another perspective about our own research and about the way that we teach. The experience affirms your own knowledge and understanding and gives you the confidence to discuss your work at a higher level. You get to meet people from around the world who are interested in education and share your experiences with them. We all felt a strong sense of achievement, especially when considering our academic progression from the end of the second year to the end of fourth year when the presentations took place, and has given us the confidence to consider doing further studies at Masters level. We would thoroughly recommend the experience of taking part in an international conference; it is difficult for other undergraduates to understand an international experience without having one, so if the opportunity arises, grasp it.
The Archaeology of an Oxfordshire Village: An interim report David Ashby Introduction This interim report will state the archaeological work which was carried out during 2008 and 2009 as part of the Stanford in the Vale archaeological research project, on farmland at Stanford in the Vale, Oxfordshire. The report will outline the methodology of the project and describe and interpret the findings of the archaeological work. Lastly the report will outline the proposed work to be carried out during the 2010 season. From the work which has been carried out during 2008 and 2009, and also the ongoing work, a hypothesis has been proposed. This states that Stanford in the Vale was planned as a medieval market town, with a 10 acre planned town, which had failed by the end of the medieval period. At this point Stanford in the Vale retracted in size to a village. This theory has been proposed following discussions with Oxfordshire’s County Archaeologist (Paul Smith), and via the work which is being carried out on the site. The ongoing project may in time help to either prove or disprove this theory. Methodology The methodologies for the work carried out on the site are split into two main areas, that of the geophysical survey, carried out in 2008, and that of the excavation work, carried out in both 2008 and 2009. Geophysical survey (magnetometer) The geophysical survey of the site was completed using a magnetometer. This is due to the environmental conditions of the site, as about 60% of it is marshy. The survey occurred within a set of 30 m x 30 m grid squares, located using a hand held GPS, at least 5 m away from all the field boundaries and large metal objects. The grids were surveyed as fully as possible with dummy readings being inserted where it was not possible to survey full grid squares. The magnetometer used was a Bartington Instrument GRAD601 gradiometer with a single magnetometer tube and set to a scale of 100nT with a sensitivity of 0.1nT (Bartington Instruments, 2010). Each grid was then surveyed by walking in a clockwise ‘zigzag’ pattern, with traverses being spaced at 1 m intervals. The readings were automatically taken four times every metre, giving a resolution of 3,600 readings per 30 m x 30 m square. Once the geophysical survey was completed the data was transferred onto a desktop PC for processing and interpretation. The data from the results was processed using Archeosurveyor software. The results were than displayed as a block-shaded image using a grey-scale, which is laid upon an Ordnance Survey 1:10,000 scale map to provide scale and orientation to the results. Excavations The methodology for the excavation work carried out is as follows. The top soil and turf was first removed by hand. The trenches were then mainly trowelled so that the maximum information could be recovered. Where necessary, due to the compaction of the ground, mattocks were used to remove the deposits. When suitable archaeological deposits were found environmental samples were taken. For each sample two large finds bags were filled with soil. The sample was then floated and the flot and residues were recovered for further analysis (English Heritage, 2002). During the excavation period all archaeological features and remains were recorded in three main ways. The first was through the use of the single context recording system. The 7
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alfred 2 - University of Winchester

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