#gaconf14 New curriculum lecture
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#gaconf14 New curriculum lecture

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Slides to support a lecture given at the 2014 Annual Conference of the Geographical Association. The key message is that the current curriculum reforms do not signal the death of school geography but ...

Slides to support a lecture given at the 2014 Annual Conference of the Geographical Association. The key message is that the current curriculum reforms do not signal the death of school geography but a renewal and revival. Indeed, geography is a critical subject in the whole education of a child.

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  • Teachers I’ve noticed have started to lap up what comes from above – Middle leadership is the most important area of the school – the curriculum experts who are able to subvert, apply and cut out the irrelevance. The problem is that geography departments don’t have strong enough vision so that they are directed by the greater purpose. How do you react to SLT / Gove / DfE if you have no idea what you are trying to achieve? Although teachers moan about the changes, I think they secretly like the boxes to tick – it means you don’t have to think
  • Stuff goes on – our students shouldn’t really notice it. Iain Stewart – should we be expecting our students to take an interest?
  • If we write off children early on that’s mad.
  • Picture credit http://www.flickr.com/photos/41346951@N05/8758312416/in/photolist-ekWD9u-ekCqqf-ek6HZr-ejVDAe-eiVWUC-eihwDv-eih4gf-djtXU5-aFhZWz-ekr4De-ejBUNx-ejkRQz-dLSh32-7KBWXB-agAiTR-arp4T5-eiFAe5-7MW8AL-dUbHrc-9wSWXS-aAhB2S-8Fn2R5-ejeD3J-dniYzR-8vKu9c-eaVPAB-7XmryB-7WAA3S-fqJEtx-bhmSFX-9NDUEY-dbZCEw-aKNeJt-bsJaND-9NAw5D-9NAqQe-8Mn3cq-9jehm2-fEymUW-giUE2S-8h8ffJ-dkQhvw-8KrjxJ-dCZZoA-azTLcr-9HgE6T-9NELbX-aKcsh8-8uSZ2Z-8PbBDw-bk3J81
  • https://twitter.com/banksyny
  • https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study
  • https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study
  • Based on the 2015 draft GCSE criteria. Applicable to KS3 as well, especially the emphasis on UK / places.S.E.E.P = social, economic, environmental, politicalBased on orginal idea by Patcham High School Art Department, developed by Priory Geography.
  • Think like a geographer https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301253/GCSE_geography.pdfhttp://www.greaterlondonnationalpark.org.uk/get-involved/a-vision/
  • Google Earth for measurement.
  • http://www.flickr.com/photos/mamboman/506006207/sizes/l/
  • Meltwater (Fire and Ice) by Michael RidpathYou have 1 highlighted passageYou have 0 notesLast annotated on January 7, 2013The cloud thinned ahead of them to reveal a flat section of ice and rock on which a lone four-by-four and a couple of snowmobiles were parked. Dúddi eased his superjeep next to the other vehicle. A man and a woman were sitting inside staring upwards into the mist. The team got out of the jeep. It sounded as if an angry monster was thrashing about just out of sight in the clouds. It was cold; the wind was biting. Everyone zipped themselves up in their snow jackets and they walked as a group towards the bottom of a pile of rubble; Erika was very grateful for the coat Dúddi had borrowed for her from his sister. Despite the wind, she could smell sulphur in the air. Then the curtain lifted. Erika looked up and saw the most astounding sight of her life. About three hundred yards ahead the monster was revealed: a churning mass of orange and red fire, spitting, exploding, pouring up into the air with a steady rhythmic crash. It had eaten out the top of a small dome, creating a bubbling bowl of magma, over the rim of which a dribble of super-hot lava spilled, an orange river burning its way through the ice of the glacier down to the side. Steam spewed out of the cauldron, and from fissures in the ridge all around them where smaller fires of stone burned
  • Discover the World Volcano Study Pack
  • Discover the World Volcano Study Pack
  • Joy Of Not Knowing
  • Interrogate Images from the textbook. Cut out worksheet – place on the images and allow pupils to ask questions
  • He tells us what we can’t teach………
  • Gaping Void
  • http://alexstaniforth.com/blog/wp-content/uploads/2013/12/always-seems-impossible-until-done-large-msg-127654737095.jpg
  • Spotting bias. Prove It! (death defying stuntman) . Mr Rogers is a death defying stuntman.
  • All material whether web, from a teachers mouth or in a textbook needs to be challenged. Prove it! New NC and PLTS challenge pupils to identify bias and use a range of geographical information sources. Have to allow pupils to question all media – a good place to start is textbooks. Pupisl to learn to critically examine texts

#gaconf14 New curriculum lecture #gaconf14 New curriculum lecture Presentation Transcript

  • The new National Curriculum: it’s not the end of geography as we know it David Rogers @davidErogers davidrogers.org.uk
  • The new National Curriculum: it’s (not) the end of geography as we know it hopefully….. David Rogers @davidErogers davidrogers.org.uk
  • Thanks to: Rachel Jones
  • A document is never going to be creative. Teachers are.
  • What is the significance of the number 1,817?
  • Delayed gratification 1,817 days (ish)
  • Year 7 2013 Year 11 2018 Year 2 2008 Born 2002 Financial crisis Gordon Brown PM Banks part-nationalised My uni graduation 5 Years5 Years
  • ‘He told me very calmly that he had broken his leg. He looked pathetic, and my immediate thought came without any emotion, You’re f****d, matey. You’re dead… no two ways about it! I think he knew it too. I could see it in his face. It was all totally rational. I knew where we were, I took in everything around me instantly, and knew he was dead.’ Simon Yates in Joe Simpson’s Touching the Void.
  • Photo Credit used through Creative Commons „…there was a clear tendency amongst best teachers to see the power of the humdrum, the everyday.‟ Practice Perfect, Lemov, D; Woolway E; Yezzi, K p5-6
  • ‘Learning is hard. True, learning is fun, exhilarating and gratifying – but it is often daunting, exhausting and sometimes discouraging… To help chronically low-performing but intelligent students, educators and parents must first recognise that character is at least as important as intellect.’ Angela Duckworth p61 in How Children succeed.
  • Opportunities
  • A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Purpose of study
  • A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Purpose of study
  • Levels are gone
  • Can potential be measured?
  • Thanks to Patcham High’s Art department and @PrioryGeography
  • enhancing competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material. ‘Data’ should include both qualitative and quantitative data and data from both primary and secondary sources: fieldwork data; GIS material; written and digital sources; visual and graphical sources; and numerical and statistical information. Using data should include its collection, interpretation and analysis, including the application of appropriate quantitative and statistical techniques (a list of required skills and techniques is given in the Appendix); it also includes the effective presentation, communication and evaluation of material.
  • What is the climate like on the African continent? Starter challenges: 1. Approximately, how many times can you fit the UK into the African continent? UK Land area: 83,698 sq mi African continent land area: 11.7 million sq mi 2. How many miles, north to south, is the African continent?
  • 139 times.
  • What is weather and how does it affect people? Do now: Using the shapes below, create a sketch map of the UK. You may have to rotate them and resize. Mark on the location of: London, Cardiff, Edinburgh, Belfast
  • Do now: Thunk: Discuss using partner voice. How do you know an island exists when you haven’t been there?
  • How can you prove somewhere is different if you have never travelled to other places?
  • What were the main events which made Eyjafjallajökull the unpronounceable a household name? Imagine you were there What would you see? What would you hear? How would people behave? What would you smell? What would you taste? How do you feel?
  • Location Sights (most important first) Physical features Human features Sounds / smells Feeling Thanks to: Noel Jenkins
  • Hearing Sight Touch Smell Taste Image copyright of Pshychogeographer Write a detailed description of what you’d expect to see in this place.
  • Is your curriculum full of JONK?
  • Who are these people? Why are they armed? Are Mexican migrants armed and dangerous? How do I know that they are the US Border Patrol?
  • Should we protect our urban places? Who would pay for this? Who is behind this? Do the represent London? Is London that special? Are there places close to us that need protecting? Do existing National Parks fairly represent Britain?
  • Change is inevitable - except from a vending machine. ~Robert C. Gallagher He tells us what we can’t teach……..
  • Put geography at the centre of our schools
  • ‘Having to bloody change AGAIN’ ‘Lack of resources (time + money)’
  • “Your are not here merely to make a living. You are here to enable the world to live more amply, with greater vision, and with a finer spirit of hope and achievement. You are here to enrich the world, and you impoverish yourself if you forget this errand.” Woodrow Wilson.
  • „What gets you out of bed in the morning and in to school?‟ @davidErogers