Geographers do not just see a place as an Eleanor Rawling ‘objective thing’ in the world that can be described and explained as they build up geographical knowledge.‘Place’ is also experienced on a personal and deeply emotional level. Eleanor Rawling
Discussion pointHow can you develop an emotionalconnection with a place that you havenever visited ?
2. The Whole World in your Hands “You cannot write if you do not read. Getting literature into your head is the only way of getting it back out.” Simon Armitage
Don’t be afraid to teach...If learning is paramount, teaching issubservient to, and led by, the learning. Webecome embarrassed by teaching, and insteadtalk only about ‘facilitating’ learning.A profession that abrogates responsibility inthis way may be one that has lost conﬁdence initself.David Lambert (my former ‘boss’)
Geography 5-16: the overarching framework PLACE SPACE ENVIRONMENT GEOG ENQUIRY (patterns and links) (physical and human (procedures and skills) (places, territories interaction) Examples of economic patterns Maps – what they show us, how to and regions) of production, distribution and use them and how to construct them Studies of fragile landscapes such change in industry, leisure, as deserts, polar regions, agriculture How to use and apply geographic mountains and reefs information systems (GIS) Local place knowledge in Understanding of resource community and regional Understanding different distributions and food, water How to use a wide variety of context approaches to managing and and energy security on regional, sources, databases, and living with changing physical and national and international scale visualisation technologies, to analyse human environments and evaluate Britain/UK knowledge, in Reasons for and processes Processes involved in distribution European context behind the location and How to investigate an and patterns of major physical changing distributions of environmental issue at first-hand or features, including natural regions population using primary sources and ecosystems Broad world knowledge Understanding of flows and First hand investigation via Understand the Earth’s oceans including continents, movements of people, goods fieldwork: photography, GPS, and their significance oceans, countries, and ideas, with examples on a sketching, interviewing, meeting signiﬁcant Earth features regional, national and global people etc Understand landscapes as such as wind patterns, scale distinctive collections of landforms, tectonic structures Writing descriptively and analytically soils and Earth surface processes about places, spaces and Understanding of spatial environments; constructing and systems, such as climate, challenging arguments Investigating the links between In-depth studies of speciﬁc through the distribution of social, economic and places or regions different energy through ocean currents environmental quality from their own, focussing and wind patterns on people-environment Understanding renewable and non interactions renewable resources from the Earth and its atmosphere Study of places of great signiﬁcance in and for the world today (including at least China, USA, Europe) In-depth study of places that are scenes of conﬂict at different scales (eg a local place, Afghanistan)
Example of a content unit KS3 Catastrophic natural eventsProgramme Assessment (e.g. earthquakes and volcanoes)Through exposure to a variety of Pupils will show evidence of:examples, pupils developunderstanding of a range of • Foundational knowledgecatastrophic natural events: including The global distribution of volcanoes and plate boundariesearthquakes and volcanoes; extreme • Understandingweather events such as hurricanes, -explain the relationship between volcanic activity and plateand both river and coastal inundation. boundaries - describe the impact of volcanic eruptions on humanStudies should focus on the physical activities, and explain how people can respond to the hazardmechanisms of the eventsthemselves but also on broader • Procedures and skillsexplanations which include human They can use atlas and graphic skills to locate, describe and explain tectonic distributionsactions (such as deforestation) andthe continued human occupation of Thinking Geographicallyhazardous locations. The topic Scale and connection: Pupils understand that globalteaches about human response to processes, whether tectonic or climatic, can result in localised events ... which may themselves haveperceived risk, and the idea of widespread, even global consequences‘preparedness’ for natural hazards.
A Different View 6www.geography.org.uk/resources/adifferentview/downloads
Yi Fu Tuan “Place is security, space is freedom. “...place is whatever stable object catches our attention. AsandlookWe are attached to one we long at a panoramic scene our eyes for the of interest. pause at points other.” Each pause is time enough to Geographer, Yi-Fu Tuan create an image of a place that looms large momentarily in our view.” With thanks to Daniel Raven 2005
Curriculum MakingCurriculum making is the creative act ofinterpreting a curriculum specification or schemeof work and turning it into a coherent,challenging, engaging and enjoyable unit of work.Curriculum making is a job that really never endsand lies at the heart of good teaching.Prof David Lambert
OFSTED The best geography seen was usually in schools which were participating in the professional development programme offered through the Action Plan for Geography, in specialist humanities schools where geography was one of the lead subjects or where the school shared good practice with local partner schools.
Recommendations Schools should: focus strongly on developing pupils’ core knowledge in geography, particularly their sense of place ensure that where they teach geography thematically or within a humanities programme, the subject elements are identified clearly and taught properly and the programmes of study are covered fully improve the quality of provision in Key Stage 3 so that more pupils are able to continue to study geography successfully at GCSE and post-16 provide subject-specific support and professional development to improve teachers’ confidence and expertise, enabling them to teach geography more effectively maximise opportunities for fieldwork to enhance learning and improve motivation and expertise in the teaching of geography.
make the best use of new technology in geography to enthuse pupils and provide immediacy and relevance provide more opportunities for writing at length and focused reading, especially in secondary schools ensure that geography enables pupils to recognise their contribution to, and responsibilities for, their locality, their country and the global community develop and make best use of networks in order to identify and share good practice, ideas
...in the movies...Visit/Scotland and Disney/Pixar
Climbing Everest“Climbing Everest is not about climbing,it’s about breathing.”Conrad Anker
Kit List - where are we going ?• Sturdy walking boots/shoes & thick walking socks• Trainers and socks• Sturdy waterproof coat• Waterproof trousers• Warm jacket• Sleeping gear• Underwear & socks• Washing things and towels• Shirts and tee shirts• Trousers (3 pairs)- not jeans• Jerseys (3)- WARM• Swimming costume and towel• Plastic bags for dirty clothes• Towel• Water bottle and small plastic lunch box• Small rucksack