Day 1 Eger, Hungary

KEY POINTS THAT WE WILL REMEMBER FROM TODAY:
• Children in the youngest groups (aged up to six) were learning through varied practical and oral activities – with no writing and reading. We felt this was a far more positive experience than many English young people have.
• WE saw year seven children in a mixed ability class handling complex decimal calculations in their heads.
• WE were overwhelmed by the learners’ enthusiasm for learning, and their enjoyment of the challenges they were set.


1. Team 1 - Esterhazy Karoly College Training School, Eger (Age 6 – 18)
2. Team 2 - Primary School, Maklar (Age 6 – 13)
3. Team 3 - Arany Janos Uti Nursery School, Eger (Age 3 – 6)
Team 1
After brief introductions our team of six teachers attended a maths lesson with a mixed class of 29 twelve year olds. The students are in the midst of preparation for National examinations taken countrywide. As in the other schools seen today, the students were keen to do well. The classroom is well equipped with modern facilities, white board and projector, OHT, tv/video facilities. However the entire lesson was devoted to revision using worksheets in maths.
The students were quiet, attentive and responsive to the teacher. Questions were asked by the teacher and students came up to the board and wrote their answers after which the teacher developed the explanations further and also encouraged students to illustrate how they came to their answers. The significant feature about the lesson was the constant interaction between teacher and students. The tasks are varied between algebra and arithmetic from both worksheets and student textbook.
We were given a copy of the last year’s two hour examinations and the website address where you can find National Test Papers and answers. For those interested go to www.kometenciameres.hu.
Some interesting features of the lessons include:
• A series of tasks
• A variety of activities
• work the problem/equation out
• Find the odd one out from a multiple choice
• Work the question out from the given answer
Significantly the Year 7/8 were being challenged all the time with the teacher playing a hands-on role while separate activities took place. What was noticeable was the ‘can do and will do’ approach as opposed to ‘can’t do’. There was an emphasis on challenge; the children appeared to enjoy this style of work. It appears that the core skills were already there in the children through the emphasis on mental maths at kindergarten level.

Team 2
The students were sociable and there were varying levels of complexity. When 2 students in one class got it wrong there were no negative comments from the others. Teachers often set challenges by turning around the ways to deal with maths problems. The teacher often demands articulation by students of the mental processes gone through to solve a problem. In summary the lessons have pace, varied activities, fun challenges, guesswork, exploring and explaining.
Children are given lots of responsibilities. For instance at the beginning of a lesson a student is required to report to the teacher who is absent and who did not do their homework. Then monitors or other students distribute the work. The approach is “Here’s our class, we’re ready for you”
In one school there was a foundation that had been set up by staff, parents and community members to improve educational opportunities for gifted and talented learners. This foundation raised funds to sponsor the children’s participation in competitions. The school teams had won world championships in rope skipping and proudly introduced to us a number of other children who had particular talents. When the Headteacher highlighted the talented students they were proud to be singled out for praise. In primary schools students numbers are small, 20 – 23 per class. All groups are mixed ability. We saw no differentiation and no provision for setting until they get to Year 8 where they are set in ability groups for languages.
Persistent underachievers had to repeat their year. “Black marks” were given for no homework and 5 of those required students to resit a Grade 1 exam. This meant that teachers did not have to follow up homeworks regularly since students were aware of the consequences.
In primaries children were dismissed early (around 1.00 pm) and different teachers are employed to work with younger children who stay back to catch up on homework or revise key concepts. The shorter teaching day allows morning teachers to use their afternoons to prepare lessons. Another useful website for learners and adults to access is the Centre for Innovation in Mathematics teaching at www.intermep.org
Team 3
In Kindergarten for 3 to 6 years olds (compulsory at 5) there is no expectation of reading or writing. Counting by hands and through auditory and visual aids is emphasised. Teaching is through play with objects such as ducks and kiwi fruits. There are group team tasks that involve singing games and much social interaction. We saw no squabbling and fighting despite observing a full playground of children. More value is placed on play and social skills. We saw no computers. The atmosphere is less stressed as there is no pressure to get it right. The approach is on mental skills in basic maths developed through many practical hands-on activities and social interaction. Students are assessed on coordination and motor skills. The lessons are teacher intensive and the teachers have warm and friendly relationships with their classes. Students had a healthy breakfast of spring onions and bread to have at anytime they choose and were allowed 2 hours in the afternoon to sleep or just lay down quietly.