' The sense of calm, caring and self-discipline, which was evident throughout the system, is one we will aim to promote in our own schools. ' - Chris Davidson
British Council TIPD Study Visits - 2004 Sweden
Introduction
| Local Education Authority: | East Riding of Yorkshire Council |
| Full name of visit leader: | Chris Davidson |
| E-mail address: | christine.Davidson@eastriding.gov.uk |
| Reference and title of visit: | SV481 Teaching and Learning |
| Provider: | British Council ETG |
| Country and region visited: | Sweden, Boras |
| Types of schools visited: | Pre-school, Primary, Secondary |
| Ages of students observed: | 1-14 |
| Languages used: | English |
| Key educational purpose of the visit: | Key educational purpose of the visit: To observe good practice in the development of Thinking Skills. |
Intended Aims of the Visit:
To look for evidence of different styles of teaching intended to accommodate different learning styles.
Expected outcomes of the visit:
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| Boras Old Town Hall |
- To understand the ethos of education in another country.
- To gain basic knowledge of the national curriculum and compare with that of the UK.
- To observe teaching.
- To use the experience gained in developing our own practice.
How Were These Identified and Recorded?
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| Boras Town Buildings |
The aims of the visit support the development described in the school improvement
plan.
A photographic as well as a written record of the experience was
kept by all parties.
Report of the Experience
Was the visit a success measured against the intended aims and objectives?
Although our aims were not always achieved, the visit was successful
as a result of the planning and flexibility of all participants.
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| Boras Town Buildings |
Use of the Internet to access resources background information,
and communicate with the host schools, was very profitable.
The receiving schools changed plans to accommodate our wishes.
The programme of events prepared by our hosts, gave us a good
grounding in the educational practice of the country, before observing
in schools.
Any Innovative Educational Methods Observed, Any Unexpected Outcomes?
Preschool children were well provided for in purpose-built schools.
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| Mask Carvings |
They were encouraged to explore their environment through their
senses, but without a planned curriculum.
Children were often left in small groups, sometimes in a closed
room, where they were trusted to play.
Outdoor play was highly valued and encouraged through preschool
and primary schools.
In all classes that we visited we were immediately aware of that
harm caring atmosphere that was created by the staff and children.
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| Pre-school Children |
Self-discipline was evident throughout and we did not witness children
who were not on task.
A major feature of the teaching was seen use of an individualised
programme.
This comprised a series of tasks undertaken by the child at of
their own pace.
We saw relatively little teacher directed and didactic methods.
Information and Communication Technology appeared to have a low profile.
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| Drama class |
Family grouping was a feature of some of the schools we visited.
Children worked in a similar system to our house system, from seven
to fourteen.
The groupings were flexible so that the skills of teachers could
be used across the school.
A Brief Comparison of Educational Systems Observed
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| Investigating maths |
A key feature of the education system was the emphasis on citizenship
and democracy.
Adults worked hard to develop a strong pastoral relationship with
the pupils to help them feel safe and to build their self-esteem.
Teaching staff escorted the children and ate lunch with them,
as part of their responsibility for their personal and social development.
Many classes were small with as few as eight children in one secondary
class.
There were a number of additional adults available to work with
groups, so improving the adult child ratio.
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| Exhibits in the textile museum |
Teachers are contracted to work in school for 35 hours per week,
with an additional 10 hours preparation time outside school.
This time was used flexibly with a plan being submitted to the
principal at the beginning of the school year.
Although salaries are lower than teachers' salaries in England,
additional hours are paid.
There is no inspection regime and no formal system of performance
management, although in many schools teachers meet with the principle
regularly to discuss their work.
Evaluation
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| Exhibits close-up |
The sense of calm, caring and self-discipline, which was evident
throughout the system, is one we will aim to promote in our own
schools.
The practice of mixed age classes, which gave the family feel,
fits well with a small school situation of some members of the group.
Strategies to encourage greater flexibility in groupings will be
examined.
The promotion of independent learning and taking responsibility
will be encouraged through pupils' own self-evaluation supported
by the staff.
General Advice
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| Tummarp School |
Make a good use of opportunities to gain information on the culture
and educational system of the country before the visit.
Make sure weather predictions are taken into account and suitable
clothing packed.
Take a travel kettle, not many hotels have in room facilities.
Expect to be exhausted and plan your timetable accordingly!
Visit Reports
Authors - Kay Woodfine and Ian Jones (teacher participants) - Bugthorpe C of E VC Primary School
Authors - Lynn O'Reilly and Eileen Johnston (teacher participants) - Martongate Primary School
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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