REPORT ON THE HISTORY TRIP TO PARIS

Paris, 19-22 February 2004

1. INTRODUCTION

1.1 The rationale

This visit involved 25 students and 2 staff drawn from 4 different history classes. It was prompted by the Comenius European history project which aims to encourage innovative ways of approaching the teaching of history in schools and colleges across the European union. Although the idea of taking students out on visits is obviously not new in itself, this was the first time that such an ambitious undertaking was attempted by this College for its history students.

One strength of the group who went was the wide variety of students. The age range was from 74 down to 16, with a mixture of female and male, some who had never been abroad before and others who were very experienced travellers.

1.2 Resources

The trip was almost entirely self-financed, although the College provided invaluable general support, advice on health and safety and other matters, an emergency fund (not used) and the use of mini-buses to bring students back from Prestwick airport late on Sunday night when no public transport was available.

Equity Travel, who arranged the flights, accommodation and site visits was also very supportive and flexible throughout. They were extraordinarily patient with the very many changes made during the booking process.

The visit was timed to coincide with the Friday 20 February holiday. This meant that the only college day missed by the students and staff was Thursday, and minimum disruption was caused to the study programmes of students and teaching commitments of staff.

2. THE TRIP

2.1 What was done

The primary aim of the trip was to further students' knowledge of French history and in particular to cover curriculum areas as follows:

The following historical sites were visited:

• Palace of Versailles
• Hotel de Ville
• Place de la Bastille
• Place de la Republique
• Catacombs
• Butte Montmartre
• Pere Lachaise cemetery

As a subsidiary element of the Comenius European project there was also an element of cultural development. This involved trips to the more 'touristy' sites of the Arc de Triomphe, Eiffel tower and Louvre as well as French restaurants and experiencing the general ambiance of the capital.

2.2 Evaluation

Student evaluations suggest that the trip was very successful. They not only had an enjoyable time but found it educationally worthwhile. One interesting aspect of the evaluation is the range of answers given to the question about 'what did you learn'. As well as learning more history this included interpersonal skills - 'patience' and 'flexibility' as well 'Seeing things in person leaves a deeper impression' and 'The French are actually quite nice - a considerable surprise.'

2.3 A repeat experience?

One answer which came out strongly from the evaluation was that the students thought it would be worthwhile to repeat this trip for other students. (22 strongly agreed, 2 agreed - no-one was against). So it is worth considering how a future visit could be improved upon.

2.3.1 Numbers
The ratio of 1 free staff member to 15 students, which led to an initial group of 30 (some dropped out at the last minute) was difficult to manage. It would make sense to charge each student a little more and achieve a ratio of closer to 1:10.

2.3.2 Age
The responsibility of having to be in loco parentis to under-18s was great even though there were only 4 of them. Susan Regnart did brilliantly in this regard, but it was a burden and a worry.

2.3.3 Travel
When the students were asked to mention the worst thing about the trip a considerable number mentioned the journey via Prestwick (on Ryanair) and from Beauvais airport to the hotel in Paris. It would be worth looking into alternatives if these are not too costly.

2.3.4 Educational content
While the choice and range of sites was evaluated as suitable, it should be possible to improve the experience by providing more material and information in advance. A smaller group will also make it easier to speak to the group as we go from site to site and so provide more historical background, etc.

2.3.5 Health and safety
Obviously this is a major concern for such a trip. There were no major problems on the visit although the potential for these existed. The risk controls in place consisted of - advance advice and information on what to bring (and not to bring) in terms of clothing and possessions; mobile phones for keeping in contact; double staffing and close supervision of under-18s. We also quickly established a useful system of meeting points and times to avoid individuals becoming separated from the group, and this worked well.

The major risk factor turned out to be (as expected) the drinking habits of the students in the evenings, once the organised activities were concluded. Apart from the under-18s over whom we exercised strict control, it soon became apparent that we could not order the over-18s about. Fortunately, there were no disasters, but it could have been different. In future I would suggest that the over-18s sign some sort of disclaimer making it clear that while Stevenson College staff undertake to organise and supervise visits to sites/restaurants etc. during the day and evening, students take full responsibility for their own conduct outwith these organised elements of the trip.

2.4 Miscellaneous

Various other suggestions were made, such as lengthening the trip to one week, but these are impractical. (See evaluation)

3. CONCLUSION

The trip to Paris must be counted as highly successful, both from the point of view of the general experience and the educational development of the students. The atmosphere amongst the group was highly positive and constructive, and it is clear that a good time was had by all at the same time as their history studies were being brought to life.

This has proved to be a successful aspect of the Comenius project and hopefully this will give students the view that studying at Stevenson can itself be exciting and imaginative. While the students were learning history and about the people and culture of France, the staff were learning how to organise a complex and challenging study (and life) experience. Hopefully much was gained on both sides and it would be worth considering attempting to do this again in the future.