Thinking about core knowledge in primary geography
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Thinking about core knowledge in primary geography

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    Thinking about core knowledge in primary geography Thinking about core knowledge in primary geography Presentation Transcript

    • Primary Geography and ‘ Core Knowledge’ Some thoughts and examples
    • What do we mean by 'core knowledge' Geographical information is a vast well of facts and figures, as well as place names and the earth's features. In itself, this information may not be thought of as knowledge – even if it is 'learned' by rote – but selections of these facts may become enabling knowledge when they become meaningful or relevant. To be fluent with selections of meaningful geographical information is to have geographical 'core knowledge'. http://www.geography.org.uk/download/GA_GIGCCCoreKnowledgeGuidance.pdf
    • What is the place of such 'core knowledge ' in geography teaching and learning ?
      • Core knowledge is .. foundational in the sense that it is the knowledge that is required in order to develop understanding. (Martin & Owens 2011)
      • http://www.geography.org.uk/Journals/Journals.asp?articleID=840
      1.e. The teaching of core geographical knowledge underpins children’s learning about the world Locational (local – global) world knowledge and geographical vocabulary is taught in effective learning contexts ; pupils are taught appropriate geographical vocabulary and knowledge about geographical features. This forms part of the repertoire of careful teaching. Gold criteria PGQM
    • What role does ‘ core knowledge’ play in establishing geographical understanding ?
      • Core knowledge developed separately from the context of understanding will be of little worth. Likewise, developing understanding without the bedrock of core knowledge will also be meaningless.
      • The recent Ofsted report (2011) provides an example of this where a group of pupils had done a unit of work on Kenya and developed some in-depth knowledge about certain aspects of Kenyan life, but could not locate Kenya on a map or name other countries that shared its borders.
      • (Martin & Owens 2011)
      • http://www.geography.org.uk/Journals/Journals.asp?articleID=840
    • Is geography more than 'core knowledge’? Yes it is! Much more! But geography without 'core knowledge' is missing something crucial. http://www.geography.org.uk/download/GA_GIGCCCoreKnowledgeGuidance.pdf
    • How do we develop ‘core knowledge’ in the classroom ?
      • From the Primary Geography Quality Mark Framework 1.e.The teaching of core geographical knowledge underpins children’s learning about the world
      • Locational (local – global) world knowledge and geographical vocabulary is taught in effective learning contexts ; pupils are taught appropriate geographical vocabulary and knowledge about geographical features. This forms part of the repertoire of careful teaching. Gold criteria
    • Nursery Context Work as part of the ‘Our Neighbourhood’ topic. Children sent themselves a letter and had to learn the number of their house. KUW2: Identifies simple features Core knowledge: understanding that specific vocabulary can be used to locate places and knowing own address The teaching of core knowledge underpins children’s learning about the world PGQM 1e Kingmoor Nursery and Infant School GOLD 2011
    • Year One Context Work as part of the ‘Around Our School’ topic. Pupils show their knowledge, skills and understanding in studies at a local scale…  AT2 Core knowledge: knowing some appropriate geographical vocabulary to recognise and name locality features. The teaching of core knowledge underpins children’s learning about the world PGQM 1e Kingmoor Nursery and Infant School GOLD 2011
    • Context Work as part of the ‘India’ theme week. Pupils show an awareness of places beyond their own locality … AT2 Core knowledge: knowing where Shompa’s place is in India and being able to find it using maps or globes. The teaching of core knowledge underpins children’s learning about the world PGQM 1e
    • Year Two Context Work as part of the mapping skills improvement plan. They describe physical and human features of places, and recognise and make observations about those features that give places their character.  AT2 Core knowledge: knowing specific vocabulary as evidenced in the key. The teaching of core knowledge underpins children’s learning about the world PGQM 1e
    • Context Work as part of ‘An Island Home’ Topic They describe physical and human features of places. AT2 Core knowledge: knowing names of different types of geographical features and how to categorise them. Pupils are taught appropriate geographical vocabulary and knowledge about geographical features PGQM 1e Silver criteria In effective learning contexts PGQM 1e Gold criteria Kingmoor Nursery and Infant School GOLD 2011
    • Context Work as part of the ‘An Island Home’ Topic They are aware that different places may have both similar and different characteristics.  AT3 Core knowledge: Knowing where these places are and using appropriate vocabulary to compare characteristics. The teaching of core knowledge underpins children’s learning about the world PGQM 1e Kingmoor Nursery and Infant School GOLD 2011
    • Year two visited Morrisons to look at the produce section and where the food had travelled from. They had to find out which they thought had travelled the furthest and show where it was on a map. Locational, (local – global) world knowledge and geographical vocabulary is taught in effective learning contexts . (1e Gold criteria) Locational and vocabulary knowledge is part of the repertoire of careful teaching (1e Gold criteria) Kingmoor Nursery and Infant School GOLD 2011
    • Pupils play games using outline shapes of the continents on the playground to support their knowledge of the continent names, location and relative size. Elmwood Primary Silver 2011 (from video evidence) The teaching of core knowledge underpins children’s learning about the world PGQM 1e Locational, (local – global) world knowledge and geographical vocabulary is taught in effective learning contexts . (1e Gold criteria) How will you evidence effective learning contexts?