' Raising standards through international experience '
British Council TIPD Study Visits - 2001 Canada
Summary
Calgary, Canada |
Following the implementation of the literacy and numeracy strategies and the recent introduction of the Foundation Stage of Learning, we were interested to see how other countries addressed the needs of the children aged 3 to 8 years.
We aimed to identify
successful strategies that can be used to enhance our teaching,
and thus contribute to the LEA objective of raising achievement
in the key skills of literacy, numeracy and ICT.
Introduction
Four schools were represented in our group and each took a different
area of focus.
The nursery teaching staff looked at early literacy skills and role-play,
while the primary school staff looked at the teaching of writing,
and numeracy in ICT.
In preparation, each team completed a SWOT analysis in their own
setting and identified the strategies currently employed.
Two meetings were held prior to the visit to share expectations
and co-ordinate the project.
The Central Bureau chose the location for us.
Report on the Visit
The one difficulty with this venue was that children in Canada
begin public education at kindergarten, aged 5 plus, and the equivalent
of our Nursery education is in the private sector, to which we had
no access.
Our plans were adjusted accordingly.
The hosts in Canada had provided a detailed and rich set of planned
experiences for us.
We spent several days in school, attended a teachers' in-service
event which catered for 6000 teachers, and heard speakers from Canada
and from the United States describing developments in Early Literacy.
The staffs of each school and the Director and Superintendent of
the Calgary Board of Education were determined to make our visit
worthwhile, and answered questions, re arranged timetables, gave
us access to background information at all levels, whenever we enquired.
The focus of our visits changed as a result of what we observed.
Because the children began formal schooling later, the Personal
Emotional and Social Development that we might promote through role-play,
was delivered through a strong and structured Program.
This was evident in all teaching and learning activities, throughout
the school day.
Because Literacy had such a high profile in the Calgary Board of
Education Schools we were able to observe a wide range of strategies
that we can apply in our own situation.
Because ICT is well embedded in the curriculum and used by all children
we identified expectations that were different from our own.
Evaluation
Summary of the Key Educational Outcomes
The visit has prompted greater consideration and understanding of
the teaching of Personal Social and Emotional Development.
This was the top priority in the Calgary Schools and was taught
as a discreet and an integral part of the curriculum.
The very positive responses of the teaching staff to the contributions
of their children, made an impression on us all. `good work, `good
job', `awesome, truly awesome' were phrases we heard frequently
in all classrooms.
Literacy was given more time in the day than in England, and although
lessons followed a similar format, there was no prescribed structure
of an `hour'.
A wide range of reading and writing initiatives was observed.
The classroom atmosphere was relaxed and supportive and the achievements
of the children very similar to our own at the age of seven.
ICT was evident in each school with groups of computers in classrooms
and suites used for whole class instruction.
Children, staff and school administration used ICT as an integral
part of their communications with each other, parents, the community
and the Board of Education.
All these outcomes have implications for our own work.
Each team has developed action plans to implement aspects of the
observed teaching in their own setting.
The outcomes will be evaluated at the end of six months and reported
back to the whole group.
Dissemination and Continuing Links
Each group has prepared a detailed report of their visit.
These have been shared at staff meetings within their own schools,
in forums of peers, to subject focus groups, on displays within
the school and on the school websites.
The intention is to continue links via e-mail, exchanging letters
and photographs, to make links for children with those of a similar
age, and sharing ideas for teaching strategies with colleagues in
Canada.
Individual teachers plan to make return visits and one group wrote:
` We have written this report to the best of our ability.
However we feel that several areas need further research.
In order to accomplish this, a further visit to Calgary would be
necessary.
We hope you agree.'
General Advice to Others Visiting
Make contact with the receiving school before the visit to ensure
that the planned project is feasible.
Make your project open ended so that you can adapt to what you find.
Find out about the culture of the country from the Web.
The Calgary Board of Education website, www.cbe.ab.ca/ourschools
enabled us to research our destinations and be better prepared.
Go with an open mind; remember to contrast rather than compare.
Expect to work hard and be exhausted.
The visit is very intense, there is so much to take in and observe.
Give yourselves time to reflect and share experiences on a day-by-day
basis.
Check the Weather
Calgary in February is COLD on the outside but fine on the inside.
The altitude caused minor health problems, and you do need a good
moisturiser for your skin. Food was excellent and plentiful.
The subsistence was adequate for the visit.
Be prepared to drive.
Hire cars were provided but you must have your driving licence with
you.
Yes they drive on the right!
Take every opportunity to engage with the people and the country.
We had box socials, pancake breakfasts, Valentines Day celebrations,
shopping, meals in nine different restaurants, visits to, an Ice
Hockey match, Banff National Park, the Rockies, invitations to eat
with members of the education service, in addition to the real reason
for our visit.
Finally...
We consider ourselves very fortunate to have had this opportunity.
We met such a splendid group of people in Calgary.
Everyone went out of his or her way to make our visit a success
and ensure that we enjoyed as much as was possible of their beautiful
country and Canadian culture.
Thanks for a smashing time.
Hope to see you all again soon.
For more information please contact:
Yvette Fox, Teaching and Learning Consultant, Multicultural Education and Global Citizenship/TIPD Co-ordinator
Tel: (01482) 392436
E-mail: yvette.fox@eastriding.gov.uk
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