British Council TIPD Study Visits - 2006 Armenia
Our group of sixteen primary practitioners visited Armenia during February 2006 on a TIPD Study
Visit under the theme of Teaching and Learning Strategies.
Delegates
L to R: Lynn Wilson, Anna Connell, Sally Gibson, Pauline Dobson, Kath Carlisle, Sarah Thirsk, Chris Davidson, Alison Hebenton, Gaye Eling, Rob Hughes, Lesley Dobson, Helen Chambers, Rebecca Lewis, Sue Carter, Isobel Fleming, Julie Johnson. Click image to enlarge. |
Introduction to the Visit
| 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: | SV631 Teaching & Learning Strategies |
| Provider: | British Council ETG |
| Country and region visited: | Armenia, Yerevan |
| Types of schools visited: | Primary and Kindergarten |
| Ages of students observed: | 4-10 years |
| Languages used: | Armenian translated into English |
| Key educational purpose of the visit: | To observe and explore teaching and learning strategies in order to reflect on those that will improve practice in our own context. |
Our group of sixteen primary practitioners visited Armenia during February 2006 on a TIPD Study Visit under the theme of
Teaching and Learning Strategies.
The teams of teachers from seven schools had identified their aims from within the school priorities of the School Improvement
Plan and had undertaken a SWOT analysis to focus their area of investigation.
A programme of visits was organised by the British council to a variety of schools mostly in the capital city of Yerevan.
We had talks from the Ministry for Education, the Institute of Education and the charity known as 'The Step by Step Foundation'.
Our visit to Armenia lasted 10 days, and was difficult on a number of fronts.
The outward journey took more than 17 hours and the timing of our visit in February meant extremely cold weather with roads and
paths covered in ice. Some schools had no heating or were heated by kerosene.
Initially we observed very formal styles of teaching.
Later on in the visit we observed more progressive methods, similar to those in Britain in the 1980s.
Armenia’s lack of financial resources inhibits the progressive moves it would like to make towards more contemporary
international educational trends.
We were made very welcome by all those we met.
Teachers and pupils were keen to show us their methods, discuss their work and to ask questions about our schools and education in
England.
Our translators provided by the British Council were friendly, enthusiastic and professional.
They helped us to get the most from our visit and to appreciate the history, culture and aspirations of their country.
Intended Aims of the Visit
The aims of the visit were to develop effective teaching and learning strategies through investigating and sharing good practice in a
different culture.
Each team had specific objectives that they wished to pursue.
To experience good practice including the use of Accelerated Learning methodology.
To explore the role of the subject co-ordinator.
To observe provision for gifted and talented pupils.
To facilitate sharing of professional practice with teachers in Armenia.
To look at creativity and reward systems in the curriculum.
To focus on pupil skills in describing, explaining and reporting.
To observe teaching and learning outdoors.
To observe the role of adults, other than the teacher, Early Years settings.
To observe and explore the teaching and learning of art and physical education.
To see good practise and participate in teaching.
To find out how outdoor provision is incorporated into the curriculum.
To know how play is used to deliver an early years curriculum.
To know how transition between stages is undertaken.
To have opportunities to observe ICT being used by young children.
To gain a better understanding of the education system in a different country.
Report of the Experience
The schools that were visited varied greatly in philosophy and pedagogy.
In those schools that are still operating the Soviet education system, there were few innovative teaching strategies to observe.
Indeed the organisation and style of teaching were reminiscent of that experienced in our schools some forty years ago.
In the lessons observed, the teaching, although engaging the pupils through questioning, was not interactive and the pupils were not
encouraged to discuss or collaborate at all.
There was a heavy reliance on closed questions and rote learning.
The children raised their hands and stood to answer questions.
However, there was a strong emphasis on links with parents, foreign language acquisition and appreciation of their culture and
heritage, as well as good citizenship.
The pupils were confident in speaking to the whole class when asked to come to the front to describe a method in maths, to read, or
explain their homework.
Within mathematics it was interesting to observe that the pupils were skilled at mental calculation.
The mathematics being taught was approximately two years ahead of the maths being taught in our education system to the same age
pupils.
The majority of the maths being taught above the age of six was in a real life context, something which is currently being promoted
in our system.
Initially we observed very formal styles of teaching.
Later on in the visit we observed more progressive methods, similar to those in Britain in the 1980s.
Armenia’s lack of financial resources inhibits the progressive moves it would like to make towards more current international
educational trends.
We attended a presentation on the Step-by-Step programme and then had opportunities to see it in action when we visited a primary
department and a kindergarten.
The schools involved in the Step-by-Step programme follow a completely different philosophy from the schools mentioned above.
On listening to the presentation by the executive director Ruzanna Tsarukyan of the Step by Step Benevolent Foundation it was clear
that the aims, principles and beliefs were very similar to those embedded in the Primary Strategy and Foundation Stage Curriculum and
promoted through the Excellence and Enjoyment Teaching and Learning materials.
Their beliefs are as follows:
- We believe that every child is unique and has his/her own educational needs.
- We believe that parents the primary teachers of their children.
- We believe that curiosity about the world comes naturally to our students, and that our students are capable of entertaining serious questions and formulating creative ideas.
- We recognise the important role played by thoughtful teachers who encourage sustained enquiry, and who help students form habits and skills of productive thinking.
- We determine to contextualize our emphasis on critical thinking within discussion, writing to learn activities and other processes of enquiry in which students are already naturally engaged.
- We acknowledge connection between the habits of thought and democratic citizenship.
The theories being used as part of their research were very familiar and included Piaget, Vygotsky, Gardener and Montessori.
Teaching was similar to the High Scope methodology, and children were encouraged to follow an active approach to learning and build on
their prior knowledge by asking questions and interacting with their peers and adult helpers.
It was acknowledged as an desirable alternative methodology by the Government Ministry of Education, but was not allocated any funding.
Support came from the Diaspora (ex-patriot Armenians living in USA, France and Britain).
The aims of our visit will be met to some extent through establishing a link with the teacher trainers who are part of the Step-by-Step
programme in order to share good practice based on the philosophies above.
The Armenian government is currently developing and introducing education reforms, and one of the unexpected outcomes has been the
forging of links with some head teachers that we met in order to exchange information and support on the reforms and the training
implications.
Was the Visit a Success Measured against the Intended Aims and Objectives?
No, it was not, against the original objectives.
We did not see innovative teaching strategies, but the visit inspired us to reflect on the benefits of more formal methods of
teaching used in the past and to seek ways of combining elements of this with current methods employed in our schools.
Unfortunately we were unable to observe any P.E. sessions or outdoor play due to the weather.
We were able to see a craft lesson, which was directed by a teacher where all children made the same picture.
We saw a Kindergarten painting class and were impressed to observe good technique and brush control in children so young.
We were informed of how outdoor provision is incorporated into an early years’ curriculum, although the interpretation was somewhat
different to ours.
Children in the kindergarten had access to the outside when the weather was appropriate.
In schools some of the children accessed the outdoors through educational visits, to the park, to local places of cultural interest.
The presentation of all work was of a very high standard.
The illustrations accompanying any written work were of a superb quality and the overall aesthetics of completed work was outstanding.
The pride of individuals in the presentation of their work was evident.
The only transition programme we were informed of was at school Number 55 in Gymru.
The head teacher offered a summer school to pre-school children, but not all children participated, as there was a cost to parents.
We were not made aware of other transition issues.
We could not address the ICT objective as the IT provision we saw was reserved for the older students and adults.
We certainly managed to gain an understanding of the education system in a different country.
Comparative Systems
The education system in Armenia differs from our own in a number of ways:
- Pupils from the age of six to sixteen attend school in the same building or buildings nearby. There is one Director for the whole establishment and a Headteacher for each stage.
- Under six year olds can attend Kindergarten but this is not funded - parents must pay.
- Education is compulsory from six up until the age of sixteen but this is about to change to six to eighteen years - twelve years of compulsory education.
- Primary pupils are from the age of six to nine (Grade 1, 2 and 3).
- Primary curriculum consists of Armenian, English, Russian, Maths, Art & craft, music and PE.
- In many schools primary pupils attend for the morning or afternoon sessions only (Monday to Saturday), with an expectation that the rest of each day is spent on homework.
- Primary pupils have the same teacher for most subjects for three years, with the exception of English and Russian, which are taught by specialist teachers.
- In one school, there was private and public schooling in one building.
- Teacher training is delivered within the extended school/training centres.
- School environments were stark and often cold.
- Children worked from textbooks into exercise books which were paid for by parents
- Much of the furniture was of poor quality and resources were scarce or not available at all.
- Conditions in the schools were generally poor; the buildings were in need of repair.
- Much teaching was ‘traditional’ whole class.
- Desks in pairs in rows, boy girl order.
- Rote-learning for homework, e.g. Armenian poetry.
- Some schools are beginning to employ small-group activities.
- Standardised handwriting is taught.
- Enthusiastic teaching of foreign languages (russian, english).
- Teacher-led lessons using limited resources (often home-made).
- Nurturing of respect for adults, especially for teachers.
- The apparent lack of differentiation.
- ICT part of the secondary curriculum for most schools.
- Calculators (described as ‘poison’ by one teacher) were not used until age 14.
- One school we visited had a Parent coordinator, who taught Armenian language and literature in higher grades, but had a time allocation to establish contacts with parents, inform parents of advisory agencies, and to encourage parents to help out in classrooms where possible.
- The general standard of mathematics taught was deemed higher than that taught at same year groups in the UK.
- In one school there was hardly any work on display. However, at another, there were informative display items on the walls.
- The children in some schools had to bring in their own paper, glue and scissors for ‘Handcraft’ lessons.
- One Special School provided education for underprivileged children as boarders. Many were at risk, some had been homeless.
- All schools placed a strong emphasis on patriotism and fostered heritage and cultural ideas through cross curricular activities. This national pride was apparent from an early age.
- Homework was set during the majority of lessons. Finished homework was completed to high standards and discussed in subsequent lessons. Children relished home learning tasks, especially recital tasks.
Evaluation
Strong Features Observed
Strong PSHCE ethos which generated respect of the children for their school, teachers and country.
Speaking and Listening (linked to MFL)
The teaching of languages (Armenian. Russian and English) encouraged the 'respect agenda' and developed very good Speaking and
Listening skills.
Proposed Educational Reforms
Research into the Educational Systems of other countries has been completed and the practical implementation of the reforms is
ready to begin.
There was a strong PHSCE ethos, which generated respect of the children for their school, parents, teachers and country.
The teaching of languages (Armenia, Russian and English) encouraged the 'respect agenda' and developed very good speaking and
listening skills.
Research into educational systems of other countries has been completed and the practical implementation of the reforms is ready
to begin.
There were many educational outcomes identified as a result of the observed sessions.
These included:
- thorough knowledge of mathematical concepts (as a possible result of fewer subjects being taught and limited use of calculators);
- the promotion of neat, consistent handwriting; and spelling strategies included in learning of key words.
However, there was no overt application in context of the pupils’ maths skills.
The main themes arising from all of these points were self-esteem, empowerment, confidence and the promotion of self-assurance.
Specifically, it was decided to focus on two key strategies, namely ‘The Silver Pen Award’ and ‘Butterfly Words’.
These dealt with handwriting and spelling/vocabulary respectively.
It was felt that these outcomes would address some of the issues identified in the School Action Plan and would be new ideas to the
school as a whole.
The pupils in Armenia clearly enjoyed being the positive focus of attention and were justifiably proud of their handwriting and
confidence to get up in front of an audience and write appropriate, correctly spelt, words on the blackboard.
Firstly, the ‘Silver Pen’ idea was a celebration of handwriting, which included a display board, the pupils’ photos, and a sample of
written work.
There was a hierarchy to the board and clearly children sought the ‘best’ position.
Such competitiveness was not felt to be negative and discriminatory, merely a reflection aspiration within the classroom.
Secondly, the ‘Butterfly Words’ were part-words on the reverse of cut-outs, tacked onto a landscape scene.
Children volunteered to get a butterfly on the reverse of which was a word that had to be added to a class glossary/word list on the
blackboard.
Some of the letters were missing, and pupils assisted each other as was deemed fit.
In spite of the many physical difficulties the children faced in Armenian schools the care they took in the presentation of their work
was an outstanding feature.
The pride they showed in their work was a factor that we felt could be used as a stimulus to try to improve standards of presentation
in our own school.
Children value education.
Children respect adults.
Children love their school.
High standards were evident especially in maths (2yrs ahead in primary) and MFL (3- 4 years).
Excellent listening and speaking skills were observed and the appropriate use of brain gym in lessons.
In spite of the many physical difficulties the children faced in Armenian schools the care they took in the presentation of their
work was an outstanding feature.
The pride they showed in their work was a factor that we felt could be used as a stimulus to try to improve standards of
presentation in our own school.
Follow-up Projects to be Undertaken by the Visiting School Teams
PSHCE/Citizenship
One participating school is working towards the Healthy School Award so circle time, school council and citizenship are high on the
agenda.
Some of the strategies seen in Yerevan schools e.g. citizenship pervading all subject areas will be encouraged and form part of
our HAS action plan.
The setting up of School Council will ensure that children become more aware of democracy and citizenship.
Another team intends to further develop the citizenship agenda within the school by making the children more aware of their own
heritage.
Celebrations of English traditions will take place, as well as those of other cultures.
St. George's Day will be celebrated in the school.
In an infant school PHSCE is part of their everyday practice.
However, this will be further developed to raise an awareness of the pupils’ local culture and historical background.
The role of parents will be enhanced and linked to the School Development Plan and current school focus of Social and Emotional
Aspects of Learning.
Circle Time will be planned and used more productively to foster feelings of self worth.
Speaking and Listening
French is already taught in KS2 and it is proposed that this will be introduced into KS1.
At KS2 an increased rigour will hopefully improve speaking and listening skills.
In the summer term it is proposed that a member of staff will attend the 5 and-a-half-day maths course which focuses on problem-solving
and linking very much to speaking and listening skills.
In September 2006 the teaching of Spanish and French will be introduced throughout the school.
This is a perfect opportunity to further develop the speaking and listening skills of all children and introduce them to poems and
songs, which impact on the citizenship agenda.
Focus on Learning
To improve the pace of lessons so that children are ready to begin the lesson as soon as the door closes.
Looking for ways of minimising interruptions for the teachers, dealing with playground incidents and disruptive behaviour.
Give responsibility to the children to finish a task within the time limit.
Raising Expectations and Standards of Presentation
Introduce a ‘Golden Quill’ award for high achievement in handwriting, and ‘Silver Quill’ for improved handwriting to involve lower
achievers, to encourage pride in their work and to celebrate high standards of presentation.
Raise the expectation of good manners, respect for themselves and others.
How will you monitor the progress of your project?
The visit, and the intentions and outcomes of the Project will be discuss at staff meetings, senior management and governor meetings.
As these will form part of the next school improvement plan, progress will be monitored by the Link Adviser, Headteacher, Governors and
subject leaders.
The findings and results will be shared with the staff and at staff meetings.
The hope being that it will result in a whole school approach.
Future Developments and Continuing Links
Group members will:
- provide schools with ideas and numeracy findings through the Primary Strategy Newsletter, Summer term;
- encourage schools/subject leaders to use ideas in their own numeracy lessons, in particular to encourage problem solving;
- support other members of the group and provide information and details about government initiatives/reforms and how training for this is to be organised and delivered;
- through emails/visits provide information on how the primary strategy organise training for teachers on new initiatives and reforms;
- develop links by email with the Institute of Education in Yerevan to track the effects of the proposed educational reforms;
- work with the Primary Strategy Consultant to monitor the developments in Primary Strategy training available for teachers in this country and compare with those in Armenia.
Teams will:
- develop links with who have a responsibility for teacher training for the Step-by-Step project and share and ideas;
- make links through email with step-by-step executive director and teacher trainers in Armenia and to share resources for teacher training including primary strategy T & L materials and practical maths ideas;
- establishing communication between children and staff and so improve the understanding of life and culture in an Eastern European country;
- pursue the possibility of a teacher of English to visit the school/area to compare and contrast the educational system with their own;
- revisit school websites in Armenia;
- create a central display of artefacts, photographs and Armenian educational resources, we hope make a presentation using the dvd to all interested parties;
- exchange photographs and information with other members to support the continuing interest and encouragement for the reforms and developments in which the Armenian people are engaged.
General Advice
- Seek immunization guidance from your own doctor. 3 vaccinations are recommended.
- Search for useful websites that include text and photographs and maps.
- Find school websites (through the Institute of Education website)before visiting so that you have background knowledge of the schools e.g. Lord Byron school.
- Beware taxis.
- Bradt travel Guide to Armenia, and The Lonely Planet Guide are both useful.
- Take hard copies of any information about UK schools as there were no interactive whiteboards in primary schools, nor were there many PCs with CD-ROMs.
- Armenian teachers were very interested in school brochures, photographs and in setting up contact networks.
- The winters are very cold, the summers very hot, so make sure research is done to determine appropriate clothing.
- Yerevan is a safe and welcoming city to visit with many attractive cultural centres, public parks and sculptures.
- There were many types of cuisine available, at very reasonable prices (Chinese, Indian, Mexican, Armenian, Russian). The portions were universally huge.
- Traffic does not stop at pedestrian crossings.
- Enjoy yourself, take each opportunity offered to explore the country, be open-minded.
- Gifts for children - English reward stickers.
- Gifts for teachers and schools - English reading books and books about England.
Be prepared for:
- different food choices and preparation;
- the toilets in some schools and some restaurants;
- icy walking conditions;
Outcomes of TIPD Action Plans
Photo Gallery
Click on the images to enlarge (maximum file size 300KB).
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| A land of high plateaus and mountains |
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| Ski resorts are being developed as the country embraces free enterprise |
This report is available to download below as a PDF document:
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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