Bit about me….. Background – Curriculum Leader of Geography in Priory School Specialist Sports College, an inner city 11-16 comprehensive 1,250 students, teach.Member of the SPC’s Secondary Phase Committee, C GeogA real person in a real classroom, balancing life, but this is also to give selected bits of yourself to students as they will respond positively to youIntroduction to Me: Teaching for just over 7 years Last 2 years as Head of Geography at Priory School in Portsmouth Part of the Geography Collective Author of some textbooks Chair of the GA’s Secondary Phase Committee Part of the GA Magazine Editorial Collective
I remember my PGCE year at this point in time and it is summarised by this cartoon. Thanks to Alan Parkinson
Not to take this literally, but learning should be an adventure and sometimes in order to have an adventure, things need to be difficult. Our pupils struggled with the social skills, confidence, work skills. Google Earth and other online maps are part of bringing that adventure in to the classroom as we study real places and explore the real world.
Don’t reinvent the wheel. Collaboration.
Remember that there is no one answer to teaching – everything is a tool in the box and our job as teachers is to select the most appropriate tools
Post it notes, random name generator. To share. Why draw – right brain thinking
Ofsted – without strong enquiry standards are difficult to achieve at GCSE and A’Level, especially with the move toward Controlled Assessment. Key Stage 3 is the foundation of success at GCSE and A-Level – enquiry is a life skill
Enquiry – key processes 2.1
Thanks to L Mulhall, Priory School
Young people need to make informed decisions
How would you support a Primary Research activity?
Enquiry at Priory – Use a random object – come up with 10 enquiry questions. Take along A3 charts
Closed, structures and open enquiry – progression, sheets. GCSE controlled assessment is an enquiry – now need to do it independently with 2009 GCSE changes.Progression.
PGCE’ers to describe the place. Asking questions. Geographical Detectives.
Senses –Thanks to Noel Jenkins
Thank you to Noel Jenkins
Use post it notes to explore personal rucsack – sense of place
Feelings slide, thanks Dan R-Ell
What enquiry questions could young people ask about this?
Asking questions. Activity with delegates
Asking questions and listening
How would we investigate this question? Who is it aimed at? Post It ideas. Use Google Earth to show how enquiry can be supported using GIS
Last Tram but Flickr user http://www.flickr.com/photos/lodekka/I grew up in the Rhondda, my father was under manager at Mardy Colliery during the strike. Flying pickets, conflict
Using Google maps to find out about Dubai
Flickr slideshow about Niagara Falls – places and generating questions
Video - Ideas
Making a statement about space – what might an outside visitor think?
Favourite image – during the reflection stage of the lesson, pupils realised that they had been thinking about space in a different way – they chose features that they were unhappy about, or thought were great. So what do we do with this energy
What do pupils want to know? Pupil voice and how to incorporate it into the enquiry process, GCSE choice – curriculum co-contruction
Here pupils have used Google Earth to create placemarks that show that Portsmouth has changed.
How could we introduce enquiry to meet these needs – how long would we need? What level?
Google earth on site fieldwork – hypothesis – environmental impact assessment
Eco-saint, eco sinner – recycling links – from known to unknoown
Image: Flickr user http://www.flickr.com/photos/joriel/
Lesson idea: http://daviderogers.blogspot.com/2009/07/twitter-facebook-and-teachers-tv.htmlThank you to Tony Cassidy for the inspiration: www.sharegeography.com
Delegate activity – quick round the room one word
Image created using wordle.net
Use Year 7 Amazing Places SoW to identify enquiry opps
Resources : GE Noel’s resources, extracts from The Highways and Byways, Notes from a small island, lonely planet link, http://www.thestonehengeproject.org/history/findingasolution.shtmlhttp://www.heritageaction.org/?page=heritagealerts_stonehengeoldachievablestonehengehttp://maps.google.co.uk/maps?sourceid=navclient&hl=en-GB&ie=UTF-8&rlz=1T4DMUK_en-GBGB212GB212&q=stonehengehttp://arts.guardian.co.uk/news/story/0,,1889436,00.htmlhttp://news.bbc.co.uk/1/hi/england/2299033.stmEnglish heritage site
Pat on strike: Flickr user http://www.flickr.com/photos/cute-is-what-i-aim-for/Thanks to Jeff Stanfield, Geography Advisor for Hampshire, his term ‘Floating Topicality’Change is coming - Obama – cross curricular links with history, History teach the black rights movement in the 1960’s. Geography takes on the batton by looking at Obama, Royal Mail strikes – workers rights?. Take a moment to reflect on what is NOW.
Image created using www.worde.netDelegate activity – who’s speech? When?
2. Use twitter to make case studies ‘Living’.Following various celebrities via Twitter. GCSE case study. What on earth is he on about? Using the GCSE textbooks to find information. Pupils had to create 6 140 character tweets in order to reply to Stephen. Reducing the text book. ‘Tweets’ can be used to create case study answers. Better than taking notes or answering textbook questions. The internet turns up 113,000 hits for ‘palm oil borneo’. Textbooks have carefully selected information that is relavant to the specification. Ideal for no ICT access as the tweet was supplied by myself.
Primary, secondary, tertiary – Ice axe. What we wear, palm oil
Interrogate Images from the textbook. Cut out worksheet – place on the images and allow pupils to ask questions
Using textbooks to support enquiry
Contact details. Feel free to contact. We have to collaborate.
Getting to grips with enquiry
Head of Geography Priory School
Chair of the GA Secondary Phase Committee
Enquiry means the excitement
of an unknown destination
picked from a multitude of possibilities.
What are the issues that
need to be considered if
new housing were to be
built in your chosen area?
How do I go about a geographical enquiry?
the best Information
Who? Where? When?
Why? What? How?
What do you need to find out?
How will you present the information?
For and Against
PowerPoint, Publisher, Poster, Oral,
Visual, Play, podcast, Video, Report..
What can I hear?
What can I see?
How do I feel?
• Watch the clip. Write down:
– Adjectives to describe this place
– What you think this place was used for?
– What has happened to this place?
– How do you know?
What senses do you have?
Image copyright of
Sense of Place
Geographical back pack
Write about your secret place
• What do you see?
• What do you hear?
• What are your emotions?
• What can you smell?
• What is around you?
• What can you touch?
• How are you feeling?
In your exercise books describe what you will see in the
bottom of this image
• What has happened?
• You my ask only 10 questions
• Think carefully about your questions
• Listen to other peoples questions
Using Flickr to generate questions...
What’s the mystery topic?
Astounding new figures show record numbers of migrants are
crossing the world in search of better lifestyles.
Should they be welcomed?
Are they parasites?
Or should they all go back to where they came from?
How many coursework pieces?
Pupil voice – GCSE Changes
Would you like to study new topics at GCSE
or revistit those at KS3?
What is this?
Should it be included in Key Stage 3?
Why aren’t we
allowed to hang out
where we want to?
we used to
Why are the shops
Priory pupils – what do they want to
Spot the topic!
What do you think the following quotes are about?‘I was utterly blown
away by the boldness
of the proposal….. Do it!
Do it! Do it!’
‘Where will all
the cars park?
In the sea?’
‘One man’s dream
is another man’s nightmare’
monstrosity or blot on
the landscape – all types
of description for the
‘In theory, magnificent.
In reality, totally ridiculous!’
‘I do not think
it will ever happen,
but thanks for the
‘Brilliant, brilliant, brilliant!’
‘The plan has nothing
to do with the good of
people of Portsmouth,
but to satisfy the greed
of a few who don’t
even live in our city’
Does Pompey really need to move?
Find Fratton Park on the OS map
Why does the stadium need to move?
Use map and other information.
What would the impact be of the new
• In pairs
• Use all information available to list the impacts of the
• Remember that impact means change.
• In 15 minutes each group will feedback to the class.
– Is the proposed stadium a good idea?
– What are the main positive impacts?
– What are the main negative impacts?
are there any alternative sites?
Produced using wordle.net and used under creative commons license
Identify opportunities for enquiry
Recycling is good. Right?
Level I have...
3 • given my animal basic labels e.g. ‘claws’ or ‘brown fir’.
• not linked my animal to the tropical rainforest.
4 • given my animal descriptive labels using geographical words
linked to the rainforest.
• linked my animal to one tropical rainforest feature e.g. Climate
or dense vegetation
• given basic reasons for your animals features
5 • given my animal labels that explain how it is linked to the
tropical rainforest e.g. Small body size means that the animal can
move easily through the dense vegetation found in the shrub
• Linked my animal to at least 3 rainforest characteristics
6 As level 5 plus:
• have compared my animal to existing tropical rainforest
• explained how people could endanger my animal
Pupil speak assessments - animal
For such a celebrated site, Stonehenge has
seen a surprising amount of upheaval over
recent years. The tense stand-offs between
solstice-goers and police have been replaced
by a fresh controversy over the alleged
mismanagement of the World Heritage site.
Hemmed in by busy roads and wire barricades,
jammed with visitors throughout the summer,
and underscored by a cacophony of roaring
traffic, it's a long way from the haven of peace
and spiritual tranquillity most visitors expect to
find, and was even described by one
government department as a 'national
disgrace'. Thankfully, plans are afoot to
reinvent the Stonehenge experience.
Lonely Planet, 2008.
Assessing enquiry - Stonehenge
‘ If Stonehenge be then, as it is, a
universal curiosity, for us Englishmen it is
one of the three things in our island –
the other two are Land’s End and
Hadrian’s Wall – which each of us must
see once in his life; it is a place of
pilgrimage very sympathetic to this age,
for Stonehenge is the shrine of an
...it stands wholly within the shadow,
over the horizon not only of history, but
of legend, an aloof and inexplicable
thing rising from the plain between the
sky and the grass...’
The Highways and Byways of Britain.
‘Things had changed at Stonehenge
since I was last there in the early
seventies. They’ve built a smart new gift
shop and coffee bar, though there is still
no interpretation centre, which is
entirely understandable. This is, after
all, merely the most important
prehistoric monument in Europe and
one of the dozen most visited tourist
attractions in England, ....’
Notes from a Small Island. Bill Bryson
These are taken from two travel guides.
Which one is the older extract? Why?
1897 - 1948
Produce a comic
Ideas: Use this space to
What to include?
• Photos / drawings showing how amazing Stonehenge is
• Photos / drawings showing some of the problems with
• Opinions of different people who like and dislike Stonehenge
There is masses of information about Stonehenge. Try
starting with some of these:
• Google Earth File and Flickr photos:
• Newspaper article
• Lonely Planet
• English Heritage http://www.english-heritage.org.uk/
• Also use the resources already given to you!
How to present?
1. First produce a draft version by hand.
2. Then you can either:
a. Use one of these website to create a comic strip:
(you will need an email address)
http://plasq.com/comiclife-win free 30 day trial
b. Draw your comic strip by hand
c. Use PowerPoint
Level What do I have to do?
3 I have used some geography words
I have described why Stonehenge is an important place
4 I have used geographical words
I have used at least one map and one photo
I have explained why Stonehenge is an important place
I have listed some of the problems with Stonehenge
I have given reasons for my answers
I have suggested good geographical questions
5 I have used a wide range of geographical vocabulary
I have explained why Stonehenge is an important place
I have explained some of the problems at Stonehenge
I have given reasons for my answers
I have suggested good geographical questions
I have included at least 3 different points of view
Now you have an activity…..
On the blog leave a comment that:
1. Shares your storm story
2. Where was the most exciting story of the storm?
3. Where was the most boring story
4. Is there a pattern? Think North / South / East / West
How do I know
that they are
the US Border
Geographical Investigation – 10%
1. How does a chosen sports stadium bring advantages
and disadvantages to its local area?
2. What are the issues involved in “sweat shops”?
3. To what extent is gun crime an issue in Britain?
4. What is the pattern of trafficking in people?
We are the music makers,
And we are the dreamer of dreams,
Wandering by lone sea-breakers,
And sitting by desolate streams;
World-losers and world-forsakers,
On whom the pale moon gleams:
Yet we are the movers and shakers
Of the world for ever, it seems.
www.flickr.com Great for Creative Commons images
www.slideshare.net youtube for PPT files good for peer assessment
www.wordle.net Word clouds
www.surveymonkey.com Get pupil voice
Change is inevitable - except from a
vending machine. ~Robert C. Gallagher