An immersive experience provides unique insights into the past
European history is often a favourite topic for students and their teachers. In particular, the history of France, Belgium and Germany provides an essential insight into substantial changes that have occurred in religion, art, science and technology, politics and ultimately armed conflict. However, as exciting as the history of these nations may be, and no matter how engaging the teacher, there is no escaping the fact that visiting the site of a significant idea, event or conflict provides a visual context and insight into the event that cannot be replicated. Physically standing in the trenches that were used in the battle of the Somme, gazing upwards at imposing Nazi architecture, marvelling at the restored Notre Dame, and walking the streets of Amiens provide an opportunity to contextualise learning that cannot be replicated through the screen or classroom.
Travelling allows students to not only engage with their class curriculum and further develop knowledge and understanding, it also provides a unique opportunity to develop skills relating to the capabilities, including personal and social skills, ethical considerations and critical and creative thinking. Working through the challenges of travel in a group provides many opportunities for growth and self-reflection, and the opportunity to form unique bonds that can last for many years.
The bonds that are formed between students and teachers during an extended journey are unable to be replicated in the traditional classroom environment, and an Educational Journey can be a fantastic opportunity to establish relationships that are invaluable and long lasting, relationships that last long after the journey has concluded. An ongoing professional relationship with shared experiences provides many benefits, not least improved connection between students and their teacher. Research indicates that strong teacher student relationships are linked to better academic performance by students, but also better-quality teaching as well, as teachers that truly know their students are better able to cater to their individual needs.
History doesn’t repeat, it rhymes
Travelling to Europe provides students with the opportunity to learn about past events, but also to consider the actions of historical figures, and draw parallels with current and predicted challenges. The perception that history rhymes rather than repeats allows the students to consider the historical events while physically present, allowing unbeatable opportunities to draw parallels with current dilemmas, considering whether lessons can be learnt from the actions of past leaders in times of growth and crisis. As teachers and students, it is possible to draw, discuss and evaluate the lessons from the socio-cultural experience of the participants of historical events, and consider how the contemporary individuals and communities have evolved as a result.
Programs can allow us to better understand curriculum content, but also support future learning
Considering the experiences of diaspora communities in Western Europe, and the conflicts that have been justified in their names, provides a strong parallel to current events in Eastern Europe. Students can develop an understanding that their current world and its political and cultural structures, while seemingly settled, are changeable and evolving, just as the socio-political structures in pre-revolutionary France or Weimar Germany were prior to immense changes occurring.
Recognising the interrelationships between the royal houses of Europe, walking through the palaces and generating an overview of the political interrelationships of Europe provides a unique opportunity to understand the intra-family rivalry that contributed to the arms build up that contributed to commencement of World War One. Discussion could easily flow to how the outcome of this conflict and the subsequent retribution led to the period of upheaval that followed, and ultimately to the establishment of the great power conflict and rivalry between the USSR and USA.
How to link curriculum to programs
Essential to this process is reviewing your teaching and learning programs through your scope and sequence documentation and noting the key themes that emerge. Part of this process can also involve engaging with the following questions:
- What are the big questions that you want your students to be able to engage with?
- What experiential activities might allow your students to gain a deeper understanding of the content you are covering?
- What key skills do you wish for your students to develop through this curriculum? Are you seeking to cover the breadth of Historical skills set out by the Australian Curriculum, or are you looking to hone in on a specific skill/s?
- What targeted activities might provide opportunities for skill development?
During this process, review the programs offered by Educational Journeys, such as our France, Belgium and Germany tour to find examples of activities that can support your students in gaining this valuable knowledge and understanding, as well as skill development opportunities. Get in touch and ask questions about the programs offered by Educational Journeys and find out more about how they might link to your teaching and learning program.
Once you have found the tour that is right for you, consider how best to prepare your students for this opportunity. What pre-work might be necessary? Formulating a strong knowledge base before the program is a great way to ensure that students get the most out of the opportunity. You can also consider building formative assessment into the program, as well as summative tasks that will allow students to show what they have learned and apply the knowledge gained on their experience.
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