Abbey Court Community Special School provides concise summaries of student work in geography. Ayomi worked hard to identify different leaves in his environment. Students in year 6 went on a field trip to a garden center to practice using public transportation. Older students conducted a survey of local shops and shared their findings with other classes. Throughout their education, students engage in hands-on learning about both local and global geography through activities, field trips, use of technology, and cultural experiences.
Words written by Professor Simon Catlin in the introduction to `Understanding and Developing Primary Geography', in the Primary Geography Handbook, 2004, The GA, Ed. Stephen Scoffham. They are exemplified here with photographs and examples of work that have , in the main, been submitted by schools that have achieved the Primary Geography Quality Mark.
• As a part of the connecting the class room with British Council, the ISA dossier prepared by Panchayat Union Middle School, Guduvancheri, which won the ISA Award 2012 is linked
As a part of the connecting the class room with British Council, the ISA dossier prepared by Panchayat Union Middle School, Guduvancheri, which won the ISA Award 2012 is linked
• As a part of the connecting the class room with British Council, the ISA dossier prepared by Panchayat Union Middle School, Guduvancheri, which won the ISA Award 2012 is linked
Words written by Professor Simon Catlin in the introduction to `Understanding and Developing Primary Geography', in the Primary Geography Handbook, 2004, The GA, Ed. Stephen Scoffham. They are exemplified here with photographs and examples of work that have , in the main, been submitted by schools that have achieved the Primary Geography Quality Mark.
• As a part of the connecting the class room with British Council, the ISA dossier prepared by Panchayat Union Middle School, Guduvancheri, which won the ISA Award 2012 is linked
As a part of the connecting the class room with British Council, the ISA dossier prepared by Panchayat Union Middle School, Guduvancheri, which won the ISA Award 2012 is linked
• As a part of the connecting the class room with British Council, the ISA dossier prepared by Panchayat Union Middle School, Guduvancheri, which won the ISA Award 2012 is linked
Below are two student post, In your responses, offer suggestionscameroncourtney45
Below are two student post, In your responses, offer suggestions for addressing the challenges they identified.
Describe how diversity and multiculturalism are approached in your educational setting.
The way that my school approaches diversity and multiculturalism is very unique compare to all the schools on our island. We are very open and welcome a lot of foreign students that come from different parts of Asia, such as, Japan, South Korea, China, Vietnam, Philippines, and Taiwan. Throughout the school year, we host a lot of foreign exchange students. We would pair them with our local students and they will be shadowing them in all their classes. Then, towards the end of the day, our students will have a presentation for them on what kind of culture we have here in Guam and in return they would do the same. It is a lot of work for our faculty and staff, however we really see how beneficial it is for the students during these exchange activities. In addition to that, our school has an activity called “International Week” where each class will choose international countries and will have to learn everything about there culture from the way they dress, their history, and what type of food they eat. On top of that, on the last day of the week, they would try to decorate their classrooms as close as they can get to their country and prepare their famous dishes for the judges to try. I really believe that our school is very accepting and by doing these activities helps our students have a better understanding on who they are sitting with in the classroom.
What benefits can you identify in implementing a multicultural approach to curriculum, instruction, and assessment in your setting?
There are a few benefits that I can identify in implementing a multicultural approach in our school. The first thing I can identify is that it really brings unity among our students. But I also will be the first to admit that not all of them are buying into the culture that we are trying to create in our school. But we are very optimistic that one they will be able to understand what we are trying to do for them. By having these foreign exchange students in our school and having a school wide activity helps our local kids understand more about our Asian students here in our school. By understanding them, our local students can make them feel at home and not make them feel left out in the classroom. The second benefit I see happening is that it also gives our teachers an idea as to which style of teaching strategy they can use to help better communicate with our students. It assists our teachers to connect with them and create a level of trust that leads to better communication with each students.
What challenges do you foresee in implementing a multicultural approach to curriculum, instruction, and assessment in your setting?
The one challenge that I see that we come across when implementing a multicultural approach i ...
Orbuzz - Orbis School Monthly Magazine - Vol. 3.2 June-July 2014Orbis School
Orbuzz has always aimed to set the budding minds free to roam in the realm of imagination and experience to create a world of beauty in words. Feedback and contribution from the readers will be always welcome to augment this aim of ours. Happy Reading!
The Tarrant Institute for Innovative Education presented to the 2014 assembled Legislative Summit on Education at the University of Vermont. They were joined by Burlington 6th grade educator Laura Botte, and Manchester principal Sarah Merrill, in explaining to the Vermont legislators and community members what technology innovation in Vermont middle schools does -- and could -- look like.
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An introduction to the Geographical Association's Secondary Geography Quality Mark (SGQM), an award which recognises excellence in secondary geography.
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2. As part of a topic on Towns, Christopher, a year 6 pupil was able to establish which features you might find in a rural area and which you might find in an Urban area. 1a
3. When learning about transport, this pupil was able to actively enquire about the different vehicles that pass outside the school. They were able to independently identify the type of vehicle and then mark down on their work, the amount of vehicles they saw. Back in class, the pupils were able to discuss which vehicles they saw most of and in turn learnt more about their surrounding area. 1a
4. This standard annotation sheet used to evidence all pupils work shows the work that Ayomi has done when learning about his environment. The teacher has annotated the pictures and described the work that Ayomi has done as part of his work and then this is placed in his pupil progress file. Ayomi worked hard on finding different leaves in his environment and his finished work is on the following page. 1a
9. We use a software programme called ‘Progress Tracker’, developed exclusively for our school to track pupils attainment levels in each subject throughout the school year. The programme gives staff access to a number of different graphs and tables of numbers that helps us to assess attainment and plan progression of each individual child. This picture shows a small portion of the programme but just on this page it is clear to see the gender of the pupils, their age, their level of need and their level of achievement in geography so far. This makes it easy to track pupils and study different cohorts when monitoring progression. 1b
10. In KS1 fieldwork, active enquiry and educational visits tend to focus on skills learnt in school and the process of transferring them into areas that they are familiar with such as the school grounds or the local pet shop for example. 1c
11. Here a pupil is using the sensory door signs in order to find their way around the school. These signs are all around the school along with objects of reference associated with each room which helps children of all abilities to find their way around school and recognise the area that they are in. 1c
12. 1c As pupils progress through the school, their experiences of fieldwork and active enquiry also progress. Here our Year 6 class are venturing out on the bus to a garden centre. This is a very new skill for some of these pupils as using public transport might not be something that they do often.
13. Not all of our fieldwork opportunities rely heavily on experiences. We also work hard on active enquiry. Recently Class 3 headed to the local shops to complete a survey on the range of shops in the area. They then took their finding back to school to share with other classes and to ask what other shops people would like to be added to the area. 1c
14. ICT is also an invaluable resource for our geography lessons and it is used regularly to enhance the teaching and learning of the subject. Here class 1 are using the plasma screen to work with the story of ‘Handas Surprise’ when learning about other cultures, especially focusing on the fruits found in Africa. 1c
15. As well as ICT being a valuable teaching tool, it is also beneficial for the pupils to use it in order to be responsible for their own learning. For example, these pictures were taken by a year 6 pupil to record the habitats of some local wildlife when learning about the area local to them 1c
16. As well as pupils learning about local geography, they also like to learn about global geography. These pictures of Class 7 show them learning about some aspects of the Chinese culture. The class had immense fun dressing up in traditional clothes and sampling tea with the help of a member of staff who had also got into the spirit of dressing up! 1d
17. 1d As well as learning about ourselves and other cultures around the world, our pupils also take great pride in looking after our planet for the future. The pupils take part in planting flowers and other plants on our environmental garden and take part in the upkeep of the garden and they also actively recycle wherever possible. These recycling bins are placed in the corridor for easy access and to act as a reminder that we should do our bit for the future of the planet.
18. Cross curricular links are vital within geography as this allows learning to be reinforced in a number of different contexts and skills to be rehearsed in a range of meaningful situations. This display was put up by the whole school to show the cross curricular links associated with geography and fieldwork specifically. 1f