Add in David’s description of what we mean by curriculum making and in the context of YPG Hand out or on USB stick
A set of notes on slide 1
the creation of interesting, engaging and challenging educational experiences appropriate to the context of the learning and teaching’ It is Creative - engagement v delivery - leading v following It is Responsive - to young people’s interests/needs - to events and real world issues - to the changing subject It is the creative act of interpreting a curriculum specification Turning it in to a coherent scheme of work This then needs to be resourced and developed into lesson experiences The new flexible KS3 programmes of study allow teachers to be curriculum makers
Developing Deeper understandings Geography – Learning to make a World of Difference Ofsted Feb 2011 In examination classes lessons went beyond the basic requirements of the syllabus, with ideas that developed thinking, demonstrated outcomes and enriched the students vocabulary
From a websearch on National Curriculum Geography and also linked to David’s Geography Lost in the Post Geographical Knowledge is knowledge of and about the world. It is location knowledge (where human and physical features are located on the earth’s surface). Graphicacy is a core geographical skill to help locational and spatial knowledge but also knowledge of the interrelationships between human and physical environments. Inherent in this are the big ideas of geography – place space scale and interdependence. Core knowledge can be viewed as knowledge that is required to develop understanding.
Place and identity and how identity is shaped by the geography that is all around us … places that we visit first hand … places that are represented to us in the news, on the web, in stories, from family accounts etc .. our emotional response Possibly the STRONGEST component of our Geographical Imagination
Teachers as “curriculum makers”
The study of geography stimulates an interest in, and a sense of wonder about, places and helps make sense of a complex and dynamically changing world. It explains how places and landscapes are formed , how people and environment interact, and how a diverse range of economies and societies are interconnected. It builds on pupils’ own experiences to investigate at all scales from the personal to the global . Geographical enquiry encourages questioning , investigation and critical thinking about issues affecting the world and people’s lives, for the present and future. Fieldwork is an essential element of this. Pupils learn to think spatially , using maps, visual images and new technologies, including geographical information systems, to obtain, present and analyse information. Geography inspires pupils to become global citizens by exploring their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet.
The two largest islands of the British Isles Capital cities The six largest cities in the UK Four important regional centres, by population The six largest mountain areas in the UK The three longest rivers in the UK The largest countries in Europe, by area The six most densely inhabited countries in Europe The largest mountain range in Europe The two longest rivers in Europe The four largest seas around Europe The continents Two countries from each continent with the biggest population, area, GNP, population density The six countries in Europe with the highest population The nine largest world cities The three largest mountain ranges in the world The four longest rivers in the world The largest desert in the world Cities with the highest population in each continent Did you mark these places on your map? According to the ‘old’ NC, these places are so significant that they should be studied by all KS3 learners!
Action Plan for Geography 2006 2006 <ul><li>For years teachers had little reason to plan units as they were provided by QCA and many thought they were ‘compulsory’ </li></ul><ul><li>Textbooks by Waugh & Bushell were successful in getting huge market share </li></ul>
Underpinned by Key Concepts Thinking Geographically Learning Activity How does this take the learner beyond what they already know? Curriculum Making Student Experiences Geography: the subject Teacher Choices
‘ Thinking geographically’ <ul><li>Thinking geographically provides a language, a set of concepts and ideas that can help us see the connection between place and scales and help us see that there are no clear cut answers or easy solutions to complex issues. It is the capacity to understand and respond to challenges of the 21 st century world by applying ideas learnt through geography. </li></ul>
Key Concepts at KS3 Overarching concepts The ‘architecture’ of the subject. Less useful in short term planning Second Order concepts Underpin the ways in which we approach the content as geographers May need to be taught in a more explicit way eg. sustainability
Caveat.... ...if pupils are discussing the rainforests of Brazil they should know where Brazil is and some of the economic and other pressures on that country which are factors in decisions made about the use of land. It is taking the study of attitudes in Geography too far if one tests pupils' knowledge about other peoples attitudes to somewhere without knowing much about where that somewhere is or what the attitudes are for... Kenneth Clarke, Secretary of State for Education, speaking at the RGS in 1991
Curriculum Making & Young People “..we want students to realise that geography can be ‘about them’, growing up in the world...” Living Geography Geography that is made to come alive for children It builds on an understanding of children’s ‘everyday geographies’ and helps to enhance geographical imagination and thinking Concerned with their lives, their futures, their world Often starts with local but is set in the context of the global (community) Concerned with how their world is changing and whether this will lead to a more sustainable future for ALL
What is the ‘Geography’ that YOUR students are living ? Geographers do not just see a place as an ‘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
Iran <ul><li>What images come to mind? </li></ul><ul><li>What do you know about this country and region? </li></ul><ul><li>Content </li></ul><ul><li>Context... </li></ul>
“ I believe that geographical knowledge cannot simply be ‘delivered’ to students. Students need to be actively involved in making sense of it for themselves. This involves connecting new information and ideas with what they already know and understand (Barnes and Todd, 1995). So the sense that students make of what they study will depend on the connections they make, and this varies considerably as each individual brings to the classroom different direct and indirect experiences, and different ways of thinking about the world. The role of language and talk between teacher and student is crucial in this process of making sense.” Margaret Roberts
It’s good to talk.... <ul><li>Engage : relate new information to existing experience </li></ul><ul><li>Explore : investigate, hypothesise, speculate, question, negotiate </li></ul><ul><li>Transform : argue, reason, justify, consider, compare, evaluate, confirm, reassure, select </li></ul><ul><li>Present : demonstrate understanding, narrate, describe </li></ul><ul><li>Reflect : consider and evaluate new understanding </li></ul>
Surfers try to rescue drowning migrants as boat capsizes off Canary Islands Rescuers pull corpses from sea as search for up to 28 missing adults and children continues guardian.co.uk , Monday 16 February 2009 13.50 GMT