2018

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I knew I would not have much input in the class. Because I am only in one classroom the majority of the day is spent learning in French. In France it is essential that children have at least one hour and thirty minutes of English a week, however, this is not very much considering the long days. Therefore, I could not guarantee that I would hear any English learning throughout the day.

The morning was dedicated to the children’s radio project. I was relieved when I found out as I knew I would be involved in the morning. I sat with the two pupils to practice the questions to ensure both parties understood exactly what they were saying when they were saying it. I found that though answering various questions in French has allowed to improve my speaking skills. I am still not confident when talking in French because of my Scottish accent, however, I am beginning to understand more French as I listen to various conversations within the classroom. I am surprised at how much I have learned in less than two weeks in the school environment. I was very nervous going into the placement as listening and talking were the two skills that I have never found easy. When I was studying French in high school I gained a B at higher level, however, it was my listening that let me down. This meant that going into the school I was very worried that I would sit, listen, and not have a clue what anyone was saying. At the beginning this was the case, however, as the days go on I have been understanding more and more. This is a personal achievement as I never thought I would begin improving so early on. I am not going to pretend that I am going to come out of the learning from life placement fluent in French, but I believe my speaking and listening still will have improved.

Having a greater understanding of the French language is allowing me to begin to communicate with the children more and more. They love to try and talk to me in English, however, they are equally as impressed when I attempt to talk to them in French. They are aware of my level and are very encouraging when I try and converse in the language. Since the children and teacher are so supportive it makes me feel better about speaking in French as I know I am not being judged or criticised.

There were two French students in the class on this day. Both are students at the l’ESPE and are studying to become primary teachers. Watching them come into the classroom and communicate with the children easily is something I envy. Despite them only being in the classroom for one day a week the children are able to converse with them easily and therefore, it is easy for them to form relationships with the children. I understand that this is something that cannot be helped, however, I believe I am trying my best to build positive relationships with the children in the class. I am the only student doing learning from life in Orléans that has one specific class. Everyone else is in various classes throughout the school. This means that I should be able to gain the trust and respect of the children in my class as I am with them all the time and they can get to know me. This is one of my placement goals as I realised from my professional practice in first year, building positive relationships with both staff and pupils in essential in becoming a successful teacher.

One of the students led a lesson before lunch. This moved away from the traditional learning I was so used to seeing in the classroom and allowed the children to take part in an activity. The lesson revolved around growing plants in soil. The student used a PowerPoint to explain to the children how a plant grows before allowing the children to plant their own bulbs. The children were very excited and enthusiastic about this activity

. It reminded me of the kinds of lessons that are encouraged in the Scottish education system. Interactive learning is something I have not seen a lot of since being in France, however, seeing a French student teach such an engaging science lesson full of interactive experiments allowed me to realise that the French are beginning to adopt this method of teaching. Young teachers coming into the profession are moving away from the traditional method and incorporating teaching strategies to ensure the children thrive in their learning.

In the afternoon the children were recording their radio show at a neighbouring school. We walked to the school after lunch to use the recording studio. The children were very excited about this, they had been working on their radio project for a number of weeks now. I was very excited to be a part of their project and conduct an interview for two of the children in English whilst I was interviewed in French. It was a great opportunity to combine the languages and work with the children. This helped me to gage the level of English the children were working at. The two girls that I interviewed in English were very competent and were able to answer my questions with ease. This allowed me to understand that when planning the ‘going shopping’ topic I can add more complex vocabulary. It is great to see how enthusiastic the children are about languages. I am looking forward to teaching next week on my own. I believe that from observing the class for two week I have a good understanding of how they learn best and various teaching strategies I will be able to use when I am teaching on my own. I realise that I just have to be confident and use approaches such as repetition and actions to aid their understanding.

Placement Provider Overview

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Ecole Romain Rolland

Nature of Organisation

The organisation was a French Primary school, the school was called Romain Rolland and was situated half an hour from the city centre. I was only in the CM2 class therefore i had one teacher and one classroom that i was based in. As i progressed through the placement I found myself working the the three CP classes.

In France students go through five years of University before qualifying. They specialise in a subject before moving on to the pedagogical part of the degree.

Structure

The French education system is very different from the system we have in Scotland. Schooling France consists of various cycles, not primaries like we have. Cycle 1 is what we recognise as nursery, this stage is known as ‘Maternelle’. This is an optional level that children can attend between the ages of two and six.

In France, children begin school at age six, this differs to Scotland as some start as early as four years old in the mainstream school system. The second cycle is called ‘Primarie’ which is from the final year of nursery and the first two years of primary school. This is compulsory for all. The school week consists of four and a half days. On Wednesdays it is a half day meaning that school finishes at half past eleven. Primary school in France is also structured differently regarding the stages. In Scotland we begin at primary 1 and progress through to primary 7. The stages in France are CP (6-7), CE1 (7-8), CE2 (8-9), CM1 (9-10) and CM2 (10-11). Cycle three is from CE2 to CM2. During my time in Orléans I will be working with a CM2 class which is the equivalent of a primary six/seven in Scotland. Education in France is also compulsory between this ages of 6 and 16. This is similar to Scotland.

Teacher and their role

Amélie Zech – CM2

Emilie Pasquer (Supply) – CM2

Friday 23/03/2018

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I went into school on Friday in disbelief as I couldn’t believe that I had nearly been in France for two weeks. I was very happy to find out that my teacher Amélie had spoken to various teachers throughout the school about me going into their classrooms to teach English to different years. I had expressed my concern earlier in the week regarding my lack of involvement in lessons thus far. I was greeted on Friday with a timetable for the coming weeks. I found out that I will be teaching in all three of the CP classes as well as CM1 and CM2. I feltso relieved as I was beginning to worry that my lack of involvement would result in an unsuccessful placement. From observing I have learned a lot about the French Education system, school structure and how French classroom differ from Scotland. However, it is important that I also have to opportunity to teacher as much as possible during the six-week period.

I have spent the last two weeks with the CM2 class, so it will be very interesting next week seeing how the youngest class in the school differ from the oldest. I will hav

e to simplify my teaching strategies as well as teach using songs and games. I am looking forward to having the opportunity to broaden my horizons and get a feel for the different stages of the French primary school. Finding out about my full timetable for the coming weeks put me in a great mood for the rest of the day I was able to think about all of the various lessons I could do with the various years as well as begin individual lesson planning. I believe that I will feel more like a member of the school once I get to know the other teachers and pupils and I am a recognisable face within the school.

I began planning different lessons for the CM2 class relating to the topic ‘going shopping’. The teacher provided me with ideas for lessons as well as worksheets and flashcards. She has also very keen to listen to my ideas so that we could work together to ensure the children will get the most out of the topic. I don’t feel nervous or anxious about beginning teaching as I have gotten to know the children and teacher so well. I am very enthusiastic about making lessons as interactive as possible as I have a very energetic class. I believe they would thrive learning through both role play and group work. I believe that if the lesson is enjoyable the children will be more enthusiastic about the subject they are learning. One of my main goals for placement is to ensure the children enjoy learning English and improve their skill at the same time.

By the time it got to Friday I was ready for the week to end and week 3 to begin. Although observation has taught me a lot it has become very tedious merely sitting at the back of the classroom and observing lessons. The days are very long and feel as though they drag when I don’t have any input in the lessons. Also, my lack of French makes it very difficult as some of the time I am unaware of what the children are doing during lessons as I can’t understand the language. Because I have had so much time with nothing to do I am very excited about getting stuck into next week.

Friday has been a successful planning day. Before lunch I started to come up with different ideas regarding English lessons for CM2. The topic of ‘going shopping’ is one that offers opportunity for use of flashcards as well as games. I believe this is the best way for the children to learn new vocabulary. It is easier to retain information if it is done in a way which is exciting for the learner. I believe this is something we could adopt in Scotland. Children in France learn a foreign language through speaking and listening, however in Scotland it is done through reading and writing. Speaking and listening is the most important aspect of a language which I have realised during my first two weeks in France. I would not be able to understand what a French person was saying, however, if they wrote it down for me I would find it much easier. This is an issue within the Scottish curriculum as reading and writing skills do not help with conversational French.

In the afternoon the classes swapped, and I sat in on a CM1 English class. It was interesting to see how the slightly younger class engaged with English and also gave me an idea of their level before I go into their class on Monday. They were very excited to find out that I would be teaching them on Monday continuing the topic of clothes. I found that this class respond very well to games and understand the vocabulary more when it is put in the context of a game rather than a worksheet. There are a few members of the class that are very competent with the language and there are others that don’t have great basic skills. This means that I may have to differentiate when teaching on Monday. I must ensure that all of the children are working at the level that they feel comfortable with. Observing this lesson made e very excited about getting to teach this class on Monday. I hope that they engage with the lesson I plan as much as they did today, building on their previous vocabulary.

I am looking forward to my third week in the school as I have a timetable of all the different classes and lessons I will be involved in. I am very happy to have the opportunity to move throughout the school helping at different stages. I believe that teaching my first solo lesson on Monday will be challenging but also very rewarding. Teaching English as a foreign language is not something I am used to, therefore, observing other teachers has been very helpful in preparing me for the weeks to come.

Wednesday 21/03/2018

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With Wednesday being a half day I was aware that I would not have much to do in the classroom. This was the first day of the week that I had been with the normal class teacher. I was glad to see her as there were a few issues that I needed to discuss regarding my involvement. I explained that on the Monday I had witnessed two English lessons; however, I was not allowed to participate. The reason I am in the school is to be an English language assistant and I was becoming very worried that I was not being utilised and merely observed lessons. This was a major concern as I want to get the most out of my experience in France. The teacher was very understanding and decided it would be a good idea to make a timetable for Mondays to allow me to experience other stages and classes within the school.

Despite the change in plans for the coming Mondays, I was still conscious that it was the second week in and I had still not been given a proper teaching task to do. On numerous occasions I have explained my purpose for being in the school. This has been a worry of mine as the other students that are in France have been given a lot of teaching opportunities within the school. This made me think that I am not getting as much out of the experience as I should be. I spoke to the teacher about my concern and she explained that I will not have an opportunity to teach properly until the fourth week of placement due to week 3 being sports week. This was not the news I wanted to hear but there is nothing I could do about the school’s plans. I took the initiative to email my university placement provider to voice my concerns regarding my lack of involvement within the classroom. This was a very stressful day for me as I was worried about how everything would affect my final module outcome. Saying this I believe I took all of the necessary steps to address the issues I am having, and I am hopeful that voicing my concerns will turn things around.

The children were working on their radio project on this day. As part of the project I am answering interview questions in French, however, the teacher also thought it would be a good idea for me to ask two of the student’s questions in English to test their knowledge as well as mine. I was very excited about this because so far, I have only played sound games with the children. This allowed me to assess how competent the children are in conversational English. They were very enthusiastic about speaking and found the questions I asked very easy. Because of this I decided to add more questions, so each child had five to answer. This allowed me to realise the benefits of learning a second language from an early age.

If children in Scotland began learning a foreign language when they started school, we would live in a more culturally diverse society. I thought back to my Dundee university primary education interview where we had to do a presentation on the 1 + 2 language approach. This is something I was very passionate about and still am. I began learning French half way through my final year of primary school. This teaching consisted of one, half an hour lesson per week. This meant that we were never practicing or retaining the language. I believe this is due to the ignorance British people have in relation to languages. It is assumed that wherever we go in the world everyone will speak English. This is a major issue. I have found this having been in France for nearly two weeks now. Although most people can speak some level of English there is an obvious language barrier that affects communication. Despite studying French to higher level, I am unable to have a full conversation with someone in the language. I feel embarrassed when I have to tell people that I can’t speak French whilst doing a placement in a French primary school. The Scottish education system must adopt the attitude of our neighbouring countries and prioritise languages from an early level.

Tuesday 20/03/2018

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On this day I spent the morning in a local middle school. This was very different from what I had been used to in the primary school. One of the English teachers in the school was going to be spending time in Dundee teaching and therefore, wanted students from Dundee to come into school and speak to her class. Myself and Beth went together and were prepared to tell the students about Scotland.

This was more daunting than going into a primary environment as the children were a lot older. I have never had any experience with high school age children, so it was very interesting seeing the differences between primary and secondary. Going into the school made me realise why I chose to become a primary teacher. It was very nerve racking and intimidating teaching children that were not much younger than myself. Despite this, I still enjoyed my experience in the French middle school.

The children were learning about Shakespeare and their lesson for the day was to read about his life and put various events into a timeline structure. Myself and Beth had to walk around the classroom and help. The students were reluctant to ask for help in the beginning as they were not confident using their English to ask us questions, however, as the lesson progressed they became more comfortable. This allowed me to think about how I would have felt in school if a French student came into my class and I was required to speak in their language. It would have been very daunting. Therefore, I tried my best to make the students feel at ease as I know how I would have felt if I was put in the same situation. Despite not having strong English, the students were able to complete the task successfully. I believe that this was done through the timeline aspect of the task. They were able to search for the dates in the passage and match the information to the date. At the end of the task myself and Beth stood at the front of the classroom and went over the correct answers, ensuring that we spoke slowly and clearly at all times.

At the end of the lesson we had the opportunity to talk to the children about Scotland and the various traditions we have. We discussed our university and showed pictures of the various buildings we study in before moving on to topics such as Edinburgh and listening to the Scottish national anthem. The students were all very interested in what we had to say and were enthusiastic about having us in their classroom. By the end of our morning in the school I felt a lot more relaxed around the older students. I think that as the lesson went on I realised that the pupils were not as intimidating as I had originally thought.

My experience of assisting in a French middle school was very positive. Although this was a successful visit, I still believe that I prefer working with primary school children. I was very grateful for the opportunity to see how education in France progresses beyond primary school and have the chance to assist in English.

Monday 19/03/2018

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I went into my second week of placement very enthusiastic and excited about the week ahead. Having already spent a week in a French school environment I was eager to get back into the school routine. This was my first Monday in ‘l’ecole Romain Rolland’ and I was interested to see if the Monday routine was any different from the other days due to the change in teacher. A supply teacher takes the class on the first day of every week as their normal teacher only works four days a week. I had the chance to meet this teacher last Wednesday. Last week I reflected upon the fact that this teacher could not speak English and the difficulties I faced because of this. I made a real effort to converse with the teacher in French on this day. Throwing myself into the French language is the only way I’m going to improve my communication skills.

The children had an English lesson, there is an English language assistant that works on various days throughout the week. The topic the children were working on was clothes. Repetition was a major part of this lesson. The teacher gave the children a worksheet detailing pictures and names of various items of clothing. He would say the word and ask the children to repeat after him. Once they became more confident he would ask individual children to stand up and tell that class what they were wearing. It was clear to see that the children in CM2 find English difficult due to the different pronunciation of words. This is something that I must consider when I am assisting the children with their English. Through what I have witnessed so far, speaking the language is key in successful learning. This allowed me to consider the way in which we teach language in Scotland. I believe that we focus more on

reading and writing and not as much on the conversational aspect of the language. I believe that when I become a qualified teacher I will ensure that the spoken aspect of foreign languages is not forgotten. I have also had the chance to gain insight into the way in which the children learn best, I can adapt this to ensure that the children get the best out of their English lessons.

I noticed that throughout the day the majority of lessons are taught through textbooks, worksheets and the teacher writing on the blackboard. It is a very traditional way of learning. In Scottish schools we try to have an interactive classroom, with teachers thinking of creative ways of teaching lessons. This is something I believe should be enforced in the French education system. I believe that children benefit from the way in which the Scottish system enforces education. However, despite the lack of interactive lessons, or range of subjects taught the children in France are always engaged and enthusiastic during lessons. Therefore, this traditional method of teaching may be what works in school to gain the best results.

The children took part in physical education on Monday at the local gym hall. This was about a ten-minute walk from the school. This was the first time that I had observed a gym lesson. Every other lesson that I have observed has been in the classroom. It was interesting to see the children in a different environment outside the school. They were very enthusiastic and rearing to go. However, some of the children forgot their gym kit and therefore had to sit out and watch. The teacher was very strict about this and didn’t make any exceptions. This was the first time I had seen the children do something that wasn’t written in a textbook, I believe that curricular areas such as physical education should be practiced more often within the French school system. I believe that moving forward in this placement I will try and make lessons as interactive as possible so that the children are involved in their learning and are not merely sitting and writing. Having gotten to know the characters within the classroom I believe they would thrive in a more creative learning environment.

One thing I have noticed this week, especially on Monday with the supply teacher was the very literal hands on approach they take with the children. The push, shove and grab the children at times. This is something that shocked me as this would never happen in a Scottish primary school. Putting your hands on the children is not something that happens. However, in France this is seen as normal. The children don’t react when it happens to them, they simply learn their lesson and move on. This is one of the main differences I have noticed thus far. I don’t believe that it is the right approach to take in primary schools, there are better ways to go about disciplining the children. It is interesting to see how different teachers handle pupils. The student’s normal teacher Amélie is very different with the children I have never seen her physically interact with the children. She is very calm, and the children respond to her very well.

In the afternoon CM2 swapped with the class next door. I stayed in the same classroom with a different group of children to help them with their English lesson. However, I was not involved in this lesson as the teacher decided to do it herself. Swapping classes in the later stages of primary school in France is common to prepare the children from the transition from primary school to high school. The teacher started off the English lesson by asking one of the pupil’s questions about himself in English before moving on to testing various pupils on a poem they had learned in English. This class proved to be very confident in English. I noticed there were certain member of the class that were misbehaving throughout the lesson. This is something I have not been used to thus far. The other children in the class were growing more and more annoyed at these children. This is something the teacher tried to address by raising her voice, however, they continued to act out. It wasn’t until the game of Simon says begun were the disruptive children good. This shows that the traditional teaching strategy of working out of textbooks does not work for everyone and sometimes children need to be more active.

Week 1 Reflection

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Wednesday

Wednesday is a half day in France meaning that the children finish school at half past eleven. This is very different to Scotland as school runs to and from the same time every day. It felt very strange leaving the school at this time. However, it did allow me to recharge and go into the next two days feeling energised. It was a supply teacher that was in on this day which proved a challenge for me as she didn’t speak English. I attempted to use my French, however, this was a very difficult morning. The language barrier meant that I didn’t have much involvement in the day, I merely sat at the back of the classroom and observed. This supply teacher usually takes the class on a Monday as Amélie, their normal teacher doesn’t work Monday’s. This means that I am going to have to improve my French in order to be able to communicate with this teacher over the coming weeks.

The children followed the same structure and the day before, having both maths and French in the morning. I have noticed that the do the same things in these subjects everyday however it become progressively more difficult. The children are always very engaged and always offer answers when the teacher asks. Having now seen them with two different teachers I have noticed that they do not act differently with the different teachers. From experience in Scottish primary schools, children may act up or work harder when they are confronted with different teachers. This further emphasises the level of respect children have for their teachers in France. They do not test the teacher’s boundaries and misbehave. However, despite this I believe that the supply teacher had a much stricter approach with the children than Amélie. The tone of her voice was stern at all times and she didn’t allow talking during lessons. This made me feel slightly on edge as the children were so well behaved and didn’t require this approach. This allowed me to consider the way in which I will approach lessons when I begin teaching. I believe that positive reinforcement and a smile goes a long way.

Thursday

On Thursday I found out that I am going to be involved in the class radio project. They will be planning and recording a radio sequence. Part of this will involve an interview. I will be asked questions by two of the children in French and I will be required to answer in French. I was very worried when I found out as my French is not very strong. I was worried about the pupils’ reaction to my lack of French coupled with my Scottish accent trying to pronounce French words correctly. However, during the week two of the children sat with me to discuss the various questions that I will be asked and also helped me to formulate some answers. This was a great opportunity for me to involve myself and talk to the children more about their studies. It also made me realise that although I am there to teach them, they are also teaching me. The children are very patient with me and try to help when I struggle with the language. This is another reason that I feel so at home in the school. Although at times I have felt embarrassed due to my lack of French, both the children and the teacher help and are not judgemental. I am looking forward to being involved with someone within the class that is different from merely teaching English.

The structure of the day was very much the same as previous days. One thing I noticed was how studious the children are and how every child completes their homework. It is clear to see that all of the children enjoy being at school.This is so refreshing to see, as during my placement in Scottish primary school that this wasn’t the case. Many children would not turn in homework and every day at least one person would be absent from class. In my school in France the class has been full everyday thus far. This emphasises how successful the French education system works. Although there are certain aspects that I disagree with, the way in which they run schools obviously works very well. This has allowed me to understand more about French culture and values. I am very interested to see over the coming weeks if what I have seen for far continues as we grow closer to the spring holidays.

Friday

I was unsure at the beginning of the week if the children were excited to have me in their class or if they thought of me as someone who just sits at the back of the classroom and observes lessons. However, when the teacher explained that they would be doing an English lesson their response was “Avec Briony?”. I was happy that they were so enthusiastic about me teaching English and understood that I was going to be a part of their class for the next six weeks. This was the first time that I was able to sit with groups of children on my own and assess their knowledge of English. I was nervous at first because I didn’t know how the children would react to me teaching English as I was foreign to their classroom. I played a sound game where thy had to match up jigsaw pieces that had the same sound. I found that most of the children picked this up very quickly, however, there are some sounds that we use in English that are very difficult for the French to pronounce such as H and WH. I found that when I introduced words that they were unfamiliar with, they repeated them in a Scottish accent. This was because they were merely imitating the way in which I was saying each word. This was all very new to me and it was very interesting to see their reaction to the game. When they grasped a new word, they were very excited. This was very rewarding as I was helping them to develop their English language skills without any help form the teacher.

By this day I felt very comfortable in the school and felt as though I had been there for more than a week. The children began to greet me in English and I did my best to talk to them in French. I believe that over the coming weeks I will be able to build relationships with the pupils as I become more confident teaching English as a foreign language whilst also improving my French speaking skills. The language barrier will prove to be an issue however, my goal is to be able to overcome this and eventually be able to converse with others in French confidently. I am looking forward to the various lessons and activities I will be involved in over the course of placement. I couldn’t be happier about how my learning from life placement has started.

One thing I feel bad about is not being able to learn the children’s names. I am usually someone that finds it simple to learn names in a classroom, however, this has proved difficult in France. I have never come across any of these names before and the pronunciation is very difficult. I hope that as I progress through placement I will be able to remember names whilst using the correct pronunciations. The children have also found it difficult to pronounce my name which allowed me to understand that it is difficult to pronounce names that are uncommon in your country.

Overall, I have had a very successful first week in Orléans and I am looking forward to the coming weeks. I aim to develop and progress as I go whilst gaining further insight into the French education system.

First Day in a French Primary School

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I was both anxious and excited going into my first day of placement. Arriving at the school was surreal, I couldn’t quite believe I was going to be teaching English in a French primary school. After entering the school with my host Nina, I was given a very warm welcome by both staff and my host teacher Amélie. I was very happy to find out that she was fluent in English as the language barrier was something that I feared going into the placement. Although I have basic French and studied the language when I was in high school, I am not very confident. It was good to find out that I was with a teacher that I could converse within in my mother tongue as well as someone that could help me improve my French speaking skills.

The Language Barrier

I realised very early on in the day how difficult it was to try and understand native French speakers. The children in my class were all very excited about me being in their classroom and attempted to ask me question after question, in French. At this point I panicked a bit as I realised my level of French was not going to cut it. Throughout the day I tried to pay attention to everything both the teacher and children were saying. I could pick out various words, but the fluency along with the speed was too much to keep up with. This made me realise that during my time in France I would like to improve my conversational French. The language barrier was also an issue in the staff room at lunchtime. I was sitting at a table with teachers talking at what seemed like a hundred miles an hour. This also made me realise how long a two-hour lunch actually is. It seemed like an eternity sitting in silence not understanding what anyone was saying. I knew it was going to be difficult going into a primary school setting where English wasn’t their native language, this is something I believe I will get used to over time. I hope that being submerged in the French language will allow me to improve.

My Role

I was already aware going into the placement that my role within the classroom was going to be helping as a language assistant. As this was only my first day I spent a lot of the time observing various lessons. However, when it was time for the children to begin their English lesson, I was given the opportunity to stand up in front of the class while the children asked me questions in English and I answered them in English. This was v

ery good as it allowed the children to get to know me better and ask me questions about both myself and my country. They were very excited to find out that I was from Scotland. I had to ensure that I spoke slowly and clearly to allow them to understand the English along with my Scottish accent. Having this small input in the class allowed me to gain an idea of the level of English the children had as well as the kind of activities I will be doing during my time in school.

Lesson Structure

Although I have only been in the school for one day it was clear to see that the French school system is very structured. Mathematics and French are always taught in the morning and are kept to a strict time limit. I did not see any expressive arts classes today as they focused on literacy and numeracy. In France I believe that they teach the subjects that are considered more important and more creative subjects take a back seat. This is something very different from Scotland as we ensure there is always time for expressive and creative subjects. Because the children have three breaks throughout the course of the day, this is the time where they can unwind and have fun. This may be why there is a lot less play within the four walls of the classroom. However, I have only experienced one day of work, so I cannot confirm that this is the way in which every day will be structured.

Behaviour

It was great to see the high level of respect the children have for the teacher and vice versa. The children are all very polite and eager to learn and participate in lessons. From the beginning of the day the children were positive and equipped for learning. The children all arrive within the necessary equipment needed for the day ahead, they don’t rely on the teacher to provide stationary as some students do in Scottish primary schools. When a lesson begins, the children all sit very quietly and get on with their work. There was not one person in the class that was disruptive or not getting on with their work. Something else that I noticed was that every member of the class would put their hand up when the teacher asked a question. They all wanted to be involved in their learning and would get excited if they were to be picked to answer a question. This is something I have never seen before in Scottish primary schools. Often, it’s the same children who put their hands up whilst others sit back and don’t offer an answer. This was very refreshing seeing children so enthusiastic about their studies.

Overall, I had a great experience during my first day in a French primary school setting. I got to know the children whilst having my first insight into the French education system. It was challenging at times due to the language barrier, but this is something I look forward to improving throughout my time in France. The first day allowed me to realise how lucky I am to be spending the learning from life placement in France.

CV

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Briony Grieve

brionygrieve@hotmail.com

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Personal Profile

I am currently in my second year at the University of Dundee studying Education. I consider myself to be a bubbly person and believe I have the social skills and attributes needed to succeed within the workplace. I am very hardworking and thrive in everything I do. I find it easy to talk to and get along with people. I am keen to develop new skills and build upon those I already have. I consider myself to be a people person and believe this is something which I can bring to my work. I am also both approachable and friendly and understand the importance of customer service. I am a very positive person and I am always keen to learn from the people around me.

Key Skills

Leadership

Head girl at Queen Anne High School (2015/16) – I represented my year as well as led various committees throughout the school including Prom and yearbook.
Head chorister at Dunfermline Abbey – I was given a medal for my dedication and commitment to the choir and was responsible for helping the younger members as well as leading the choir into the church each Sunday.

Teamwork

Working in retail has allowed me to further develop my teamwork skills. Having worked in Next, Wallis and Farmfoods I understand the importance of working together and helping colleagues.
I have enjoyed the teamwork aspect of university. Various modules have required group assignments and presentations. This has allowed me to build upon my teamwork skills.

Organisation

Being a student primary teacher has taught me the importance of organisation. I have had to plan class and group lessons as well as full teaching days. Organisation and management is a key factor in being a successful teacher therefore it is important to always be prepared.
I am always organised and have very good time-keeping skills. No matter if it is work or socially related I am always on time and organised. I don’t let people down.

Communication

I find it easy to converse with anyone whether it be teachers, friends or colleagues.
I am a good listener in both my personal and professional life. This is essential in order to provide excellent customer service.

Education

2016 – 2020 University of Dundee MA(hons) Primary Education On-going

2010-2016 Queen Anne High School, Dunfermline

2016 Higher: History (A), RMPS (A), Music Technology (A)

2015 Higher: English (B), Maths (B), French (B), Chemistry (C)

2014 National 5: English (A), Music (A), Geography (A), Maths (B), French (B), Modern studies (B), Chemistry (C), Biology (C)

Work Experience

Retail Assistant July 2017 (Temporary Sales Assistant)

I worked in Next for the Summer sale. My role included customer service, stock room work and various jobs on the shop floor. I picked up any overtime shifts that were available over the three weeks of the sale.

1, 119 High St,

Dunfermline

KY12 7DR

Retail Assistant August 2015 – September 2016

In this role I served customers, worked on the tills and stocked the shelves. Throughout my time here I learned the importance of providing excellent customer service and how to deal with the public.

Farmfoods Dunfermline

Carnegie Drive Retail Park,

Carnegie Dr, Dunfermline

KY12 7AU

Reference – Ian Ramage (manager)

Contact tel: 01383 623571

Wallis Sales Assistant December 2016 – May 2017

In this role, I had to ensure excellent customer service was provided at all times. I had to talk to customers and use my sales skills to keep up with daily and weekly targets for the store. I was responsible for getting email addresses as well which allowed customers to subscribe to the brand further promoting the store and merchandise.

Overgate Shopping Centre,

Dundee

DD1 1UE

Waitress June 2015 – August 2015

In this role, I was a waitress serving both food and drinks in a fast-paced restaurant setting. I had to ensure that I provided excellent customer service as well whilst keeping up with the pace of the restaurant.

Regents Way,

Dalgety Bay,

Dunfermline

KY11 9UY

Student teacher (First year teaching placement primary 5/6)

As part of my university degree I had a six-week placement block where I taught in a primary school setting. I taught various lessons as well as having full responsibility for the class for three days.

Interests and hobbies

Dance: Dancing is a sport I have always been involved in and loved from a very young age. I am currently part of the university dance club and I am on the Advanced tap competition team for this year.

Theatre: Theatre is something I have also been involved in. Whilst at school I was a member of my local youth theatre. I performed in four productions during my time there as part of the chorus and dancers.

Referees

Ian Ramage (manager) Lorraine Fraser (choir leader)

Farmfoods ltd. s.fraser@btinternet.com

Carnegie Drive Retail Park, 07714765880

Carnegie Dr, Dunfermline

KY12 7AU

01383 623571

Identification of Learning Opportunites

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French Language – Going into a French school will allow me to develop my language skills. Having studied French to higher level in high school I am familiar with the language, however, I am not a confident speaker. This placement will afford me the opportunity to improve my French, learning from those around me. I will have to converse with both staff and pupils in order to get the most out of my experience.
English as a foreign language – I have never had experience of teaching English to children that don’t have English as their first language. I will be able to learn from the teachers in the school how they like to teach English. I will then be able to adapt my own teaching style to fit the way in which the children learn best. I will have to ensure that research and read about the various ways English can be taught in a foreign environment. I will then have the confidence to go into the primary school having a sound understanding of what is expected of me.