Category Archives: 2.1 Curriculum

Week 1

Tuesday

When I first arrived at my school, école Bel-Air, I was greeted by the “directeur”, who is the equivalent of the Scottish head-teacher. She informed me that for the first week I would be given the opportunity to observe in different classrooms at different levels. The first classroom I visited was “cours préparatoire” or “CP”, which is the equivalent of Primary 1 in Scotland, where the children were 6 years old. The CP classroom was very different from what I expected and very different from an early years classroom in Scotland.

The layout of the classroom was very basic as the children sat in pairs and had their own individual desks that faced the front. I think this is helpful for the children as their desks have a shelf underneath (see images below) containing all their books, jotters and writing materials, which created the sense of an individualised place they are responsible for. Also, the children hardly ever had to leave their desks to retrieve anything as all the resources they needed were in front of them. From an organisational point of view, this is a good set up as it helps to make transitioning periods much smoother. However, as I observed throughout the day, this layout does not facilitate effective paired and group discussions, something which is valued and encouraged in the Scottish classroom, but is lacking here.

A view of a desk, which seats an individual child.

View of the shelf under the desk containing a child’s resources.

Also apparent was the lack of shared spaces in the classroom; the only area present was the library, though this was not set up in a way which encouraged children to go and read, it was merely a display of the books on offer. In Scotland, a lot of emphasis is placed upon play and experience to facilitate learning, but in French classrooms there are no areas for explorative play, no toys present and no carpet area for soft play. The classrooms in this particular school are quite limited for space and I feel as though teachers in Scotland work harder to ensure they are maximising their space and designing their classrooms to fit the contours of the room.

Wednesday

The structure of the school day is very different from the school day in Scotland and this is largely due to the cultural differences between these two countries. For example, the school day is much longer, beginning at half past 8 and ending at half past 4. These longer days mean that the children receive two 15-minute long breaks, one in the morning and one in the afternoon, then lunch, which lasts two hours, beginning at 11:30. In France, Lunch is a very important part of the day, with French sociologist Thibaut de Saint Pol (cited in Ditton, 2016), describing lunch as “an important social time” and “family identity, work teams or friends are built around these moments”. This is a concept that I am struggling to become accustomed to as, in Scotland, lunch is very much viewed as a refuelling step between breakfast and lunch and so, we eat fast and with convenience. As a result, lunch for me feels very long and causes the day to drag. However, one aspect of the French school day I actually prefer is that Wednesdays are a half-day and school finishes at 11:30, the first time I experienced this, which made the lessons that morning more concise. I thought finishing early midweek broke up the week nicely and it was nice to have time after school to be able to do things.

Today was also my first opportunity to talk to the children about themselves and their work. I did find this difficult to do, as my current level of French is quite minimal and vice versa with the children and their level of English. However, I managed to pick out key words and phrases to respond to some of their questions and the children were also very imaginative in their ways of communicating with me, as they drew pictures or pointed at books to express to me what they meant. One thing I loved seeing was the children’s clear curiosity for language, as they were showing me pictures from books and asking me to say what they were in English. By the end of the day, they were attempting to use English to communicate with me. This love of language is something that, as I teacher, I want to foster in my future classroom by introducing foreign languages early on and partnering them with social or picture cues to excite the children.

Thursday

Today, I observed and aided in an English lesson given to the CM1/CM2 class. At the beginning of the day, the children were given the instruction to ask me questions in English. These questions ranged from “What is your name?” and “How old are you?” to “What is your favourite movie?” and “Where do you live?” I knew that what was important was that the children were hearing how I pronounced specific words, and so I made sure to repeat the stem of their question in my answer, for example, if I was asked, “What is your favourite colour?” I would answer, “My favourite colour is…”. This will also help the children to form sentences rather than one-word answers, which was something that the teacher was keen for them to do.

One thing that is very different about teaching a foreign language in France than in Scotland is that in France, the teacher tries to conduct the whole lesson in that foreign language, i.e. English, therefore the instructions are in English as well as the disciplining. I found this was a good way to teach the children as they were fully immersed in the language and they seemed able to follow and understand what the teacher had said with minimal clarification. As instructions are often common phrases in many lessons, the children are constantly exposed to these phrases and the repetition will continually improve their overall understanding. Another important aspect of learning a language is relying on context, which I have found has improved my French over this week.

Most of their lessons throughout the day were very short sessions of French language/literature and Mathematics. I found out today that a large portion of the timetable consists of French and Maths, as children receive French lessons twice a day, a total of 10 hours per week, and they study Maths at least once a day, totalling of 5 hours a week. Other aspects of the school curriculum include a lot of focus on English and Sports. This particular school provides a variety of opportunities for the children to take part in sports taught by specialised instructors, as I accompanied the CP/CM1 class today to the local swimming pool for a swimming lesson.

Another interesting aspect of observation I did today was looking through the different jotters of the pupils. They had several jotters for different subjects; however, one jotter that peaked my interest was a jotter entitled, “Discovering the World”. The jotter was divided into five sections (see picture below), and seemed to equate with Environmental Studies/Social Subjects, which we teach in Scotland, as well as incorporating elements of Maths and Science. The last section, “vivre ensemble”, presented work done on society and ethics, which was the first example I had seen of Religious Education’s replacement in the French curriculum. 

Contents page of the jotter, “Discovering the World”.

An example of work on the French Presidential Elections.

Friday

 As Friday was St Patrick’s Day, I observed the teacher of the CM1/CM2 class teach a lesson on the day and it’s history. The teacher provided a worksheet for the pupils to read, which had passages of text in both French and English. The teacher asked me to read out the English for the children so that they could listen to my pronunciation. She then picked out some of the key vocabulary from the text to form a list in their jotters for future reference. This teacher informed me that because these children are the stage before high school, the teachers at the high school had requested that the children gain more experience of reading and writing in English. This highlighted to me that the rate of progression expected in children learning a foreign language in France is very fast, as when children first begin school, a lot of emphasis is placed on hearing the words not reading the words.

Before this lesson, I hadn’t really witnessed a lot of learning outside of French and Maths, and so this lesson began to feel more similar to the style of teaching practiced in Scotland, specifically the cross-curricular potential, which the teacher fully exploited. Throughout the lesson, the pupils were receiving an immersive experience regarding St Patrick’s Day; they were looking at pictures and they were watching videos, whilst also reading and listening to text in both French and English.

After lunch, I then visited the CE1/CE2 class. This class has two teachers, one of whom is also the head-teacher of the school. With this class, I visited the local sports centre, where they were learning how to fence. To get to the sports centre, we took a short bus journey, which gave me the opportunity to speak with some of the children, mostly them wanting to practice their English on me.

Overall, I have observed a large majority of the classes in the school during this first week and although I would have liked to have observed a bit more English and have been more involved in the lessons, I am hoping that this is something that will happen over the coming weeks.

References

Ditton, H. (2016)  ‘Why do the French take such long lunch breaks?’, The Local (France edn), 28 April.  Available at: https://www.thelocal.fr/20160428/why-do-the-french-take-such-long-lunch-breaks  (Accessed: 14 March 2018).

 

The French School System

Before going on placement, I took part in a lesson with a French Teacher on my first day in Orléans.  This was a taster session on the structure and characteristics of the French School System.  The session was given in French, so it was challenging to follow, however, I surprised myself on how much I was able to understand.  The information received on the French school system was very interesting and has been useful to know prior to my placement, as there are some differences between the system in France and in Scotland.

One of the key differences I learnt was that, in France, children are not obliged to start school until the age of 6, where as in Scotland, they begin school at the age of 5.  Another very apparent difference between France and Scotland is that French schools are described as “laique”, or secular in English.  A secular school system separates the church from the state, with the view that religion is a private affair and not for public life, therefore pupils do not express the customs of their religion and the classrooms do not have any religious symbols, such as a Bible or a Qur’an present.  This is to emphasise the French values of libertié, égalité and fraternitié, as the children view each other as the same and, therefore, equal.  As a result of this, French teachers do not teach Religious Education, unlike in Scotland, where Religious Education is compulsory.  Instead, French children learn about how to become valuable and civic members of society.  There are some schools is France where religion is part of the school, however, these schools are part of the private sector and so they are not free to attend.

The French school system is separated into four cycles, which encompass children from ages 3 to 18.  These four cycles span four different buildings, as children begin school at “maternelle” (nursery), move to “école élementaire/primarie” (primary school), then “collége” and “lycée” (high school).  By the time pupils reach their last year of “lycée”, they will have sat exams to receive, “le Baccalauréat”, a leaving certificate, which can be achieved in specific streams, such as, the sciences or literature.

“école élementaire/primarie” is the equivalent of the Scottish primary school and it is where pupils work through Cycle 2 and 3. Also included in Cycle 3 is “sixiéme année de collège”, known as first year of high school in Scotland, as the French Government wanted to ensure a successful transition between the two school by continuing on the skills and knowledge obtained in Primary School and encouraging Primary and Secondary teachers to work together to bridge this gap. This was something I thought as similar to the customs of Scottish Education, as Primary 7’s in Scotland often take part in transition days and special events at their cluster high school to prepare them for the transition.

Teacher employment is also very different in France than in Scotland.  I was informed that teaching is a very popular career and jobs are sparse.  Like Scotland, France is split up into different regions making up 13 regions on the mainland in total.  The region we are staying in is Centre – Val de Loire and so students who study to become teachers in this region will sit an exit  exam, called the “concours” to become teachers.  However, they are then not guaranteed a job in this region and may have to travel or move far away depending on the demand for teachers.  Therefore, teachers in France do not get to choose what school they want to work in, which is a definite downfall for prospective teachers who may have family commitments or location preferences.

Overall, I found the differences between the two systems fascinating, and there are definitely pros and cons for each.  When evaluating the French system, one aspect I particularly liked was the structure of four cycles used to split up the different stages of school.  The use of cycles groups several years together so that there is communication between these years, thus ensuring a steady level of progression within and between the cycles.  However, personally, a major con in France is that the education system is secular, as for me, a child’s religion is a part of their identity.  Children spend around 30 hours a week in school, a huge portion of their childhood and so to spend this amount of time suppressing a part of your identity is something I disagree with.

References

École supérieure du professorat et de l’éducation (2017)  Livret d’accueil 2017-2018.  [pdf].  Orléans: ESPE.

 

Why do we need Maths?

I always enjoyed Maths at school, from learning to count in P1 right up to sitting my advanced higher last year.  I always liked the continuity of maths, the knowing that those foundations of numbers that I had learnt all those years ago would still be relevant and essential when attempting the most complex of equations.  I also liked the practical nature of maths, that I could follow a formulaic structure multiple times and prove to myself I had grasped the concept, where in some subjects, this opportunity is not available.

Therefore, I have always struggled to understand why Maths is so stigmatised in our Society, why some children develop a fear of maths.  I think a lot of people believe that with maths, there is a right way and a wrong way, and that the fear of failure holds them back from even trying.  Certainly, there is a myth that you are either strong at literacy or numeracy, but never both.  This may be because people struggle to see the creative nature of Maths, but if their is no imagination or creativity, then how do we come up with ideas to solve Mathematical problems?

Not all questions are black and white, some may take an array of processes combined and some may require a new, innovative kind of process entirely.  Creative Problem Solving has become a key concept which can be easily incorporated into Mathematics to inspire more engaging discussion and activeness.  One of the surprising elements of learning Maths which was mentioned in the PowerPoint was Talking, though in a way it makes complete sense. Why wouldn’t children talk to their peers about their Maths; it’s an effective way to broaden their knowledge of techniques and also emphasises to them the many different approaches that can be taken to Maths.

In a way, approaching the way Maths is taught more discursively can simultaneously render a lot of the anxieties felt towards Maths redundant, anxieties like; having to be quick at working with numbers in your head or it not being acceptable to use your fingers for counting, as pupils will witness their friends practising these things in a safe and secure environment.  The ultimate aim of Primary School Maths is to eradicate the insecurities felt about Maths, with the main way of achieving this in the classroom coming down to the surrounding atmosphere in regards to Maths.  It’s essential then that Teachers attempt to push past an issues or grievances regarding Maths in the past and radiate a passion and confidence so that children have a positive attitude that they can ultimately emulate.

 

The Importance of Early Year Relationships

There has been multiple debate surrounding the importance of building up strong, nurturing relationships within the first four years of a child’s life.  Dr Suzanne Zeedyk discusses the flexibility of the human brain in the first four years of a child’s life and how it can be shaped as a consequence of relationships.  Once these relationships are formed and the subsequent pathways a child will follow as a result of these relationships, it is very difficult to adapt the behaviour that their brain has come to recognise as crucial for coping in challenging environments.

It’s important that as teaching professionals, we recognise that some children have spent the first few years of their lives in a rather stressful environment and have not had the opportunity to form and develop good relationships due to a variety of circumstances.  Therefore, a child’s first experience of a healthy relationship could be with me, as their teacher.  Associate professor in EC Education, Sheila Degotardi, explains how, “a focus on relationships places interactions with others at the very heart of the learning process, with the view that learning is socially and collaboratively constructed through mutually responsive interpersonal exchanges,” (Degotardi, p1).  Peer relationships can also be encouraged through a teacher’s style, whether that includes a focus on partner and group work, or the classroom seating arrangement; providing children with further opportunities to build up strong relationships from the beginning of their lives in a controlled and respectful environment.

The environment created within a classroom can impact how the brain fully develops; a stress-free and welcoming atmosphere can be created by the way in which a teacher decorates and organises the presentation of the room.  A teacher can also impact the mood of the classroom through their techniques and mannerisms.  Teacher who continually shouts, rarely rewards praise and puts unnecessary pressure in the early years are providing the grounds for early development of anxieties which have a long-lasting effects, such as worrying and constantly feeling threatened.

Dr Zeedyk speaks technically regarding the brain, explaining how brains that feel threatened metaphorically “drown” in a stress, causing young children, who’s brains have developed this way, to be physically incapable of calming themselves down.  Obviously, some children have a genetic affinity to stress but it’s becoming more apparent that relationships can have an equal impact on a child’s future behaviour.

John Carnochan equates the atmosphere that some young offenders grow up in as “war-like” as he expresses the need for consistency in a child’s life from the very beginning.  Teachers can easily provide a child with the stability and consistency they require by being there as a responsible adult each week.  Sometimes, through no fault of the parents, children do not receive a lot of attention and their time to build up a relationship is compromised.  Parents may believe they are doing the best for their child by working to support them but they may be unwittingly depriving their children of healthy relationships.  Often, the strong bond between parent and child is replaced by another significant adult, like a grandparent, but in some cases this role may be partaken by the teacher.  Equally, a teacher can provide support to many parents to aid them in the emotional development of their child, a concept they may not fully understand how to achieve but something teachers have studied and developed techniques to achieve.