schools for the future 2010-2012: 04/01/2012

Comenius Project ‘ Schools for the Future’

12-15 April 2011.

As many of you may know, this years Comenius Project now includes Iceland as a partner school. After returning from a very successful and interesting trip to this country it is only right to inform you of its outcomes, what has been learnt and how this can be applied in Bowes Hutchinson’s School.

Whilst the Comenius Project is assigned primarily to Key Stage One children, as we are a small school opportunities arise in this project which can be extended and applied to the older children across Key Stage Two.

Some Facts…

Porshofn lies approximately 67’N in the North East of Iceland. It is a small fishing village/port with a population of about 500 persons. There is one kindergarten 2-6 years, one primary 6-16 years and one high school 16-18 years in the village. There is also another small primary school called Svalbardsskoli which lies approx. 30 kilometres outside Porshofn village. This school is our partner school. During our stay we were shown around all four establishments where we could interview, observe and plan what we would like to take back in terms of good teaching practice and methodology. The idea being that all countries will trial, and if successful, embed certain aspects into the everyday teaching & learning in our own schools.

A Brief Background…

In Iceland children do not start formal education until 6years of age. Up until then, they attend Kindergarten which is a very much based upon nurturing and building up a child’s confidence. Learning is through play and exploration. In many ways this is similar to the current Foundation Stage (Reception children) in England.

When children transfer to Primary School at the age of 6, more formal learning takes place, however it is very child- centred. By this, teachers set out the main aims and goals each child is hoped to reach over a period of time. This is presented to the children and in turn they put forward their interests and ideas on how they would like to achieve these aims/goals. The teacher collaborates and formulates the learning journey, taking on board the children’s ideas and interests. (Of course the teacher also includes the necessary mathematical and literacy objectives…)

Our partner school…Svalbardsskoli - (notable differences)

There are a grand total of nine children in this school! The children come mostly from agricultural backgrounds and some families are from the fishing industry. Children do not wear school uniforms and they all take their shoes off upon entering the building. Children are not given any sweet things to eat throughout the day. So there are no desserts at dinner time!! Iceland is famous for its pure, clean water and so this is all the children drink when at school. Food is sourced locally and it is mostly organic. Milk is brought by a young boy in his rucksack once a week, fresh from his farm for the school to use.

The Headteacher promotes healthy eating and is very interested in eco-friendly products. He believes strongly in recycling and using natural products taken from the outside to enhance children’s learning. This was evident upon entering the school, as behind glass cabinet doors there was a great display of the natural world. (Rocks, shells, eggs, fossils, feathers etc.. which children had either found or collected). Since there is such a small number of pupils and a wide range in age 6-16, the children followed their own individual learning programmes.

An Overview for Class One Summer Term 2011

In Geography we are to learn about an Island Home.

In Science we are to learn about Plants and Animals, including Variation.

By visiting Iceland, it has provided a perfect opportunity for children to learn about these two aspects. Our aims for the children will be to compare and contrast life at home versus life in Iceland.

Children will learn about the different animals and plants found in Iceland and how that compares to England. Since Iceland is so rich in geology, children will in addition learn about Volcanoes, Geysers and Hot Thermal Springs. We will make models of volcanoes and trial some ‘fun’ simulations of Geysers!

Our story writing will be based upon the works of Mairi Hedderwick , who wrote the Katie Morag books, about a young girl who lives on the Isle of Struay (inspired by the Isle of Mull.) In Iceland we have purchased similar books about a girl who lives beside one of the many coasts in Iceland. Both books lend themselves wonderfully to comparisons and insights into how each child lives. We hope the children will enjoy using both books and generate some great stories and poems before the end of the summer term.

Using an aspect of teaching from Iceland

We would like to trial for at least a few days a method of teaching seen in Iceland where we present to the children, what we would like them to have achieved/ learnt by the end of a week. The initial process/ consultation will take on board their ideas, interests, hidden talents and skill as a way of engaging and formulating a deeper learning process , for them all. At the end of the learning journey we would like to ask the children their views. We also plan to have a Friday whereby the children come to school in non-uniform (as they do in Iceland) and they will engage in some of the more cultural activities we have seen , such as traditional Viking Games, (which all children can partake), felt making, using recycled materials, and developing a Nature Table.

Future Development for the School

Develop and extend eco-friendly approaches within the school, enhance our Eco-School Status.

Staff training: To learn about Real Restitution, an approach in behaviour management which is currently being used in Iceland.

To trial a more child- centred approach towards learning, using certain project work in Key Stage One (as explained in more detail above).

A Final Note…..

I would like to take this opportunity to thank all the children in Class One for all the hard work they have done so far, linked to the Comenius Project, and of course for the continued and positive support from parents over this last term. It was a long and busy term and I am sure the children will have really enjoyed their Easter Holidays. We expect that this next term will also be busy, but equally productive and positive. Should you have any queries regarding the above project, I will be only too happy to see you and do my very best to answer your questions.

Kind regards

Sue Scaife