Projects

Progress reports 2002 - 2003

The Sir William Robertson High School / Le Collège Jules Ferry

Staff

Ms Marie-Jo Richards / Mme Fabienne Michelet

Additional information (Word)

Background

Having just been granted Language College status, we were keen to exploit opportunities to extend our pupils’ horizons with cross-curricular and cultural links.

The Technology Colleges Trust in Paris held an initial meeting for potential school partnerships in January 2001.

The first contact was made and we met our partners from Le Collège Jules Ferry-Brittany.

Our target groups were our Y10 and the « troisième Euro » in Quimperlé. Initial communication would be by e-mail with the aim of starting to develop a cross-curricular programme leading, hopefully, to reciprocal visits in due course.

In June 2001 two staff travelled to Brittany to visit the school and the area, and discuss the programme with colleagues in more detail. A provisional programme was discussed and agreed.

Initial contact between pupils was made when our pupils were still in Y9: pupils sent information to Brittany about their leisure and weekend activities. This led to matching of pupils in order to start projects in September.

Progress to date

Our general aims were for pupils to find out about their partners, to develop as independent learners and to learn about french culture and the way of life.

Our specific plan was very detailed (see attachment), with care taken to promote linguistic development and we set high expectations. we were unable to complete everything.

Our Plans

Our holidays: (see attachment)

News about holidays was exchanged and the French summer holiday dates were a hot topic of conversation for a while (26th June to 3rd September) we imagined what we could have done if we had been on holiday for all that time.

Swap stories: (see attachment)

Our partners started a story in the target language of about 50 words and sent it to us to be marked and continued.

It was interesting for our pupils to realise that they were not alone in the learning process and we looked at mistakes by comparing the two languages.

Presentation of the area where you live: (see attachment)

Work on the area where you live was prepared and researched; our group produced colour brochure and information was exchanged between the two schools. It was a good source of discussion in class; using the language for real purposes was an incredible boost, which provoked curiosity and willingness to want to discover more.

The Trip to Quimperlé:

Before Easter we flew to Quimperlé with a group of our pupils for a week, and experienced French school and family life first hand. This was the best experience the pupils had. It was fantastic!
Our French colleagues organised a good programme of activities for us and the French families were very welcoming for our pupils.
It was a successful and enjoyable learning experience, which, we hope, will motivate more of our pupils to want to go next time.
Our French colleagues are planning to come here next year with some of their pupils.

Future plans:

During the exchange visit in April, we discussed the plans for next year. We are looking at integrating our schemes of work for KS3, as we are targeting our year 9 and their “4e Euro” in September, in order to create more continuity with a project and an exchange. It will continue to generate the practice of independent learning and the ability to work with others.

The project will, therefore, show more progression, as the same pupils will be involved over the two years.

The exchange: one school will go one year and receive the partner school the second year. (Especially important to target Y9 in the first year and then Y10 since our Y11 pupils are in their examination year.)

Additionally, an environment project is planned for next year involving the science departments from both schools.

Recommendations in light of our experience:

The person who will teach the class or classes involved in the project should take part in preparing the plan for the year, otherwise a series of misunderstandings could make the project more difficult to complete.

Meeting our colleagues face to face to discuss our ideas was a very valuable experience as we came to know each other better. It made working together easier; we had a better understanding about one another and developed a stronger relationship.

A visit was the peak of the whole of our experience. Some of our students have planned to go back for their summer holidays; others are hoping to be able to host their partner. Many of them are keeping in touch and we hope that this will be the start of a strengthening friendship.

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