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A teacher’s toolkit for Key Stage 3 GA Secondary Phase Committee University of Surrey 29 th  March 2008
Expected outcomes <ul><li>Be familiar with key ‘tools’ or principles for planning a new Key Stage 3 curriculum </li></ul><...
Selecting and justifying content
Planning using concepts
Framing questions for enquiry <ul><li>Do we have equal rights to resources? </li></ul><ul><li>British or European? </li></...
Using geographical pedagogy Make it personal Ask the right questions Address  contentious issues Detect bias in different ...
 
What to teach? <ul><li>What places, themes and issues will you include your new KS3 curriculum? </li></ul><ul><li>What mak...
A teacher’s toolkit for KS3 <ul><li>Places </li></ul><ul><li>Into Africa: how are our lives connected to Africa? </li></ul...
Author workshops <ul><li>A chance to explore how authors: </li></ul><ul><li>have shaped their content </li></ul><ul><li>us...
Some Toolkit titles explored
Session plenary <ul><li>What are the outcomes from this session? </li></ul><ul><li>What have we decided about key planning...
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Toolkit Workshop [V2]

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  • A Kinder to introduce the session: welcome delegates and mention the Secondary Phase Committee’s function.
  • Transcript of "Toolkit Workshop [V2]"

    1. 1. A teacher’s toolkit for Key Stage 3 GA Secondary Phase Committee University of Surrey 29 th March 2008
    2. 2. Expected outcomes <ul><li>Be familiar with key ‘tools’ or principles for planning a new Key Stage 3 curriculum </li></ul><ul><li>Understand how to apply these to make good use of key concepts, processes, range and content and curriculum opportunities. </li></ul>
    3. 3. Selecting and justifying content
    4. 4. Planning using concepts
    5. 5. Framing questions for enquiry <ul><li>Do we have equal rights to resources? </li></ul><ul><li>British or European? </li></ul><ul><li>Where does China go from here? </li></ul><ul><li>What difference can we make to the climate? </li></ul><ul><li>Is the Olympics the best way to regenerate East London? </li></ul><ul><li>Why is the population of the UK changing? </li></ul><ul><li>Should I buy a Valentine’s rose? </li></ul><ul><li>How are our lives connected with Africa? </li></ul><ul><li>What are your views on landscapes? </li></ul><ul><li>How can geographers make a difference? </li></ul>
    6. 6. Using geographical pedagogy Make it personal Ask the right questions Address contentious issues Detect bias in different media Focus on real world place studies Learn through talk
    7. 8. What to teach? <ul><li>What places, themes and issues will you include your new KS3 curriculum? </li></ul><ul><li>What makes something geographically ‘significant’? </li></ul><ul><ul><li>The scale? </li></ul></ul><ul><ul><li>Geographical extent/number affected? </li></ul></ul><ul><ul><li>If it is new? Enduring? Threatened? </li></ul></ul><ul><ul><li>Its importance for the future? Who’s future? </li></ul></ul><ul><ul><li>Its typicality? Uniqueness? Fragility? </li></ul></ul><ul><ul><li>Significance to you? Your learners? The world? </li></ul></ul>
    8. 9. A teacher’s toolkit for KS3 <ul><li>Places </li></ul><ul><li>Into Africa: how are our lives connected to Africa? </li></ul><ul><li>Rise and rise of China: where does China go from here? </li></ul><ul><li>British or European: who do you think you are? </li></ul><ul><li>Themes </li></ul><ul><li>Water works: do we have equal rights to resources? </li></ul><ul><li>Faster, higher, stronger: are the Olympics the best way to regenerate East London? </li></ul><ul><li>A thorny issue: would you buy a Valentine’s rose? </li></ul><ul><li>Look at it this way: what are your views on landscapes? </li></ul><ul><li>Issues </li></ul><ul><li>Change the world: what difference can we make to climate? </li></ul><ul><li>Moving stories: why is the UK’s population changing? </li></ul><ul><li>Future floods: can geographers make a difference? </li></ul>
    9. 10. Author workshops <ul><li>A chance to explore how authors: </li></ul><ul><li>have shaped their content </li></ul><ul><li>used concepts and processes </li></ul><ul><li>made their pedagogy explicit </li></ul>
    10. 11. Some Toolkit titles explored
    11. 12. Session plenary <ul><li>What are the outcomes from this session? </li></ul><ul><li>What have we decided about key planning processes? </li></ul><ul><li>What are our next steps? </li></ul><ul><li>http://geographytoolkit.wordpress.com/ </li></ul>
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