Making plans for geography Enjoying and achieving through planning

Why is geography so relevant? We develop our self-identity through our relationships with space and place. ESD, Citizenship, ECM – underpinned by geographical thinking Children learn best through first hand experience Geography offers learning that is relevant, meaningful and fun!

We develop our self-identity through our relationships with space and place.

ESD, Citizenship, ECM – underpinned by geographical thinking

Children learn best through first hand experience

Geography offers learning that is relevant, meaningful and fun!

Developing skills First hand experience Values and attitudes Understanding issues WHY?

Using the NC – a radical approach? How can the NC help us plan? What are the main ingredients of the Geography Orders? (activity – list skills and knowledge) What else in the NC is relevant to Geography? How can the Level Descriptions help us plan?

How can the NC help us plan?

What are the main ingredients of the Geography Orders? (activity – list skills and knowledge)

What else in the NC is relevant to Geography?

How can the Level Descriptions help us plan?

Key elements of geography SKILLS KNOWLEDGE THEMES Places Patterns and processes Environmental change and SD KS1 – locality of school and contrasting locality overseas / UK KS2 – locality in UK, overseas less economically developed, European Union, range of places in different parts of the world (KS2) Water Settlements Environmental issues Fieldwork Communication Recording Making and using maps and plans

An Enquiry approach What is this place like? Where is this place? How has it become like this? How and why is it changing? Why are these features here? How is this place connected to the wider world? How can it be improved and sustained? What’s it got to do with me? How do I connect to the wider world?

What is this place like?

Where is this place?

How has it become like this?

How and why is it changing?

Why are these features here?

How is this place connected to the wider world?

How can it be improved and sustained?

What’s it got to do with me?

How do I connect to the wider world?

What questions would you ask? How would you find answers?

Starting to plan Learning objectives should be focused on outcomes of learning - not a description of activities. To draw a map based on given resources x To know how / learn how to draw maps using secondary sources (G 2c, 2d) To ask geographical questions x To be able to / learn how to ask geographical questions (L1) / using appropriate geographical vocabulary (L2).

Linking geography to other subjects Make learning make sense! Don’t try and force subjects to fit Look at Num. and Lit. strategies when planning and use geog based resources Make it manageable Make it fun Involve the pupils – start from what they know and want to know

Make learning make sense!

Don’t try and force subjects to fit

Look at Num. and Lit. strategies when planning and use geog based resources

Make it manageable

Make it fun

Involve the pupils – start from what they know and want to know

The joy and wonder of Autumn leaves Attitudes and values Awe Wonder Curiosity Skills Enquiry Collaboration Reflection Knowledge Place Seasonal change Textures and materials Geography ….. Art ….. R.E ….. ESD …..

Links to Literacy Speaking and listening Taking notes Poetry of place Researching secondary sources Descriptive writing Labels and captions Risk assessments

Speaking and listening

Taking notes

Poetry of place

Researching secondary sources

Descriptive writing

Labels and captions

Risk assessments

Principles of good planning Use the POS from the NC to plan Integrate skills throughout Use level descriptions to focus outcomes Start from where the children are at and build on their existing knowledge Use an enquiry approach Use ongoing assessment to guide progression

Use the POS from the NC to plan

Integrate skills throughout

Use level descriptions to focus outcomes

Start from where the children are at and build on their existing knowledge

Use an enquiry approach

Use ongoing assessment to guide progression