‘AN INDIAN SUMMER’ An International Dimension

Context This science focused visit was to continue the successful partnership developed under the auspices of the Language College via the UKIERI project. Its purpose was to continue and strengthen collaboration between two Apeejay schools in Delhi and Altrincham Grammar School for Boys with a specific focus on teaching and learning in science.

The visit Two teachers, Drs Squire and Thomas visited two schools – ‘Apeejay’ schools in Pitampura, central Delhi and Noida, outskirts of Delhi 6 day visit with 4 day observations/teaching in the schools Visit took place in July, average temperature of 41 o C Schools have fans, no air conditioning!

Rush hour to Noida

General Observations ‘All through schooling’ is the norm, students taken from the ages of 3.5 years through to 17 Schools are therefore large in comparison to those in the UK, Pitampura has 2,400 students, Noida has 3,500 on roll Class sizes are large, 45 is typical for KS3 and 4 equivalent classes Infra structure is relatively poor, classes are typically equipped with chalk boards only

Noida school Pitampura school

Typical classrooms

Teaching and Learning The syllabus is traditional and very rigorous in its content. The material taught to the pupils is at a very high level in comparison to our modern specifications. The teaching style was mainly didactic. The teacher had an excellent and in depth command of their subject and acted as an expert leading every aspect of the learning.

T&L (cont’d) Students followed the teacher via their text books and were prepared to answer questions. The pace of the 35 min lessons (with eight lessons in a day) was fast; this ensured that large amounts of content was covered in a short period of time. There was little evidence of group work or open ended discussions. The large group sizes found at both schools, however, is obviously a significant barrier to carrying out effective group work

General conclusions The students have a hunger for education and thrive on the rigorous and demanding syllabus taught to them. They value their education highly and the schools provide them with a supportive environment with academic excellence at its core. The development of independent learners is in its infancy. There are two significant barriers that may prevent further development:  large class sizes  an external and prescriptive syllabus

What was learnt...? Be more appreciative of the infrastructure we have here in the UK Pick up the pace – we have able, well motivated students Don’t be so UK – centric; science and maths principles were not all discovered in the West Curry for breakfast can be a challenge

Next steps.... Visit of Indian staff to AGSB  Focus on group work, independent learning and thinking skills e.g. CASE methodology Reciprocal visit of students  Joint project on a common theme e.g. cleaner water, carbon footprint  Cultural exchange

Rather interesting assemblies......