This document discusses the influences on curriculum development over a geographer's career spanning 31 years in the classroom and leadership roles. It references influential geographers from the past like Norman Graves and "Jammy" Morris who grappled with tensions in the field. It also discusses more recent experiences co-authoring textbooks, blogging, and developing resources to support everyday geography teaching. The document advocates for curriculum as a coherent narrative shaped by educational principles rather than external policy pressures.
This document discusses the influences on curriculum development over a geographer's career spanning 31 years in the classroom and leadership roles. It references influential geographers from the past like Norman Graves and "Jammy" Morris who grappled with tensions in the field. It also discusses more recent experiences co-authoring textbooks, blogging, and developing resources to support everyday geography teaching. The document advocates for curriculum as a coherent narrative shaped by educational principles rather than external policy pressures.
Alice Coleman was a prominent British geographer who conducted influential land use surveys in the UK during the 1960s. She began her career as a secondary teacher before becoming a professor of geography. Coleman directed the Second Land Utilisation Survey of Britain, which involved 3000 volunteers surveying 90% of England and Wales. Although only 115 map sheets were published from the survey, they provide a valuable historic record of land use and remain a useful educational resource. Coleman questioned contemporary planning approaches and advocated for the importance of visual literacy in geography education.
The document provides information about the Royal Geographical Society's Young Geographer of the Year Competition 2023. Students are asked to create a blueprint or plan addressing two geographical issues related to problems such as food/energy sustainability, water security, urbanization, and more as they will exist in 2050. Entries can be posters for key stages 2-4 or other formats for key stage 5. Posters should include annotated maps, images and diagrams to explain the problems and proposed solutions. Last year's winning entries are provided as examples of quality. Suggested issues, formats, and resources are provided to help students develop innovative and realistic blueprints for the future.
The document discusses various elements of the Queen's coronation weekend that could be impacted by different weather types, including wet weather, windy weather, fog, cold temperatures, and an actual weather forecast. Elements that may be affected are people camping out overnight along the procession route, drones getting aerial footage, people standing to watch the procession for long periods, people and horses in the procession, guests arriving in fancy clothing, the outdoor service and procession, gun salutes in Hyde Park, the coronation procession returning to Buckingham Palace, people taking photos, a royal flypast, and outdoor parties and picnics. The actual forecast predicts a cloudy and wet day in many areas with showers, including London
Dr. Gemma Sou gave a presentation on using comics to communicate geographic research findings. She discussed how comics can represent different experiences and perspectives through fictionalized characters and storytelling. Sou explained her process for developing comics, which includes deciding what to communicate based on the audience, writing scripts, working iteratively with artists, and seeking feedback. Comics allow researchers to visualize alternative futures, histories, and intangible experiences. Sou argued that comics are an accessible way to engage different audiences and challenge stereotypes. The presentation concluded with a discussion of examples of geographic comics and their educational uses.
The document discusses borders and how they are commonly perceived, suggesting that borders represent interaction and cultural exchange rather than exclusion, are fluid rather than fixed, and indicate insecurity rather than security. It prompts considering the borders young people cross daily that could be used to discuss this concept and how borders could be integrated into or made a separate topic of discussion in teaching.
This document provides information about an upcoming book club discussion on the book "How borders make and break our world" by James Crawford. It will be led by Alan Parkinson, the past president of the GA Conference. The discussion will include an audio excerpt from the book, background on the author, and activities that could be used to teach about borders using the book. It also lists additional border-related readings and questions for consideration about significant current borders and effective teaching strategies.
This document provides 10 geography-related activities for students to do at home during a period where internet access may be limited. The activities include exploring maps and atlases to learn about countries, practicing map reading skills, creating sketches of local views, reviewing geography-themed books and films, and writing articles on topics of interest. The goal is to continue developing geography knowledge and skills through hands-on tasks that can be done independently or with family members.
This document outlines 14 factors contributing to rising food prices: 1) climate change is affecting crop yields, 2) the war in Ukraine has increased costs of fertilizer, grain, and fuel, 3) last summer's drought reduced crop yields, 4) recent bad weather damaged crops in Africa and Spain, 5) panic-buying has led to shortages, 6) increased wages and strikes have added costs, 7) COVID-19 disrupted supply chains, 8) Brexit reduced the availability of farm labor, 9) avian flu outbreaks increased costs for poultry farmers, 10) supermarket practices limit competition and flexibility, 11) high energy costs increase transportation and production costs, 12) seasonal timing leaves few UK crops available, and
Alan P - Drinking deep from the Fawcett.pdfGeoBlogs
ย
The document discusses the history and impact of the Fawcett Fellowships, which provide professional development opportunities for geography teachers. It describes how the Fellowships were established in 1987 to allow mid-career teachers to study at University College London. It also provides biographical details about Charles Bungay Fawcett, the prominent British geographer who the Fellowships are named after. Fawcett was regarded as one of the founders of modern British academic geography and published influential work on regional identities and governance in England. The document outlines the proposed goals and activities for the current cohort of Fawcett Fellows, including discussions on decolonizing the geography curriculum and school context sharing.
This document provides a resource for geography teachers about the 1953 East Coast Floods in the UK and Netherlands. It includes background on the floods, locations affected, impacts, types of flood defences, and activities for students. The floods were caused by a severe winter storm that produced a large storm surge which overwhelmed sea defences. Over 2,100 people died in the Netherlands. The floods had short, medium, and long-term impacts including property damage, disruption to transport, and changes to coastal development regulations. Different strategies for managing flood risk are discussed, including hard engineering like sea walls and softer approaches. The resource includes nine student activities and background information on the floods.
The document discusses the low status of geography education in Finnish schools. It notes that geography has lost its second compulsory course at the upper secondary level, while other subjects like biology and history have two or three compulsory courses. The distribution of lessons across subjects is based on political decisions that influence their status. Geography teachers and university educators argue that geography is uniquely positioned to study complex issues like climate change and sustainability from both natural and human perspectives. However, geography's importance is not adequately communicated outside the field, contributing to outdated stereotypes about the subject. The document calls for geographers to better promote geography's central role when discussing major challenges in order to improve its status in education.
This document outlines the KS2 Geography curriculum for years 3 through 6. In year 3, students will learn about planet Earth, continents and time zones. Year 4 focuses on the Arctic, climate change impacts, and ocean systems. Year 5 covers global connections through trade, globalization and migration. It also looks at London as a world city and hazards like volcanoes and earthquakes. Year 6 examines extreme Earth, Australia, water systems, local geography of the Fens, coastal landforms and processes, and tourism. Students will build skills in atlases, maps, statistics, graphics, and fieldwork.
Iceland is full of incredible natural wonders that will excite any explorer. The missions in this guide will challenge students to actively explore Iceland using their senses and imagination. They will experience extremes of nature from roaring waterfalls to steaming geysers. Students will complete missions like creating an Icelandic identity, mapping the Blue Lagoon, filming a crime scene at a lava tube, and standing in a place younger than themselves. The goal is to fully immerse themselves in Iceland's unique landscapes and culture.
- The author was born in 1963 in Rotherham, South Yorkshire and grew up on a new housing estate in Wickersley.
- He attended Northfield Lane Infants School from 1968-1971 and has many fond memories of exploring the surrounding area with friends and family as a child.
- These early experiences with geography, such as school trips to the Lake District, helped shape the author's interest and career in teaching geography.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
ย
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Alice Coleman was a prominent British geographer who conducted influential land use surveys in the UK during the 1960s. She began her career as a secondary teacher before becoming a professor of geography. Coleman directed the Second Land Utilisation Survey of Britain, which involved 3000 volunteers surveying 90% of England and Wales. Although only 115 map sheets were published from the survey, they provide a valuable historic record of land use and remain a useful educational resource. Coleman questioned contemporary planning approaches and advocated for the importance of visual literacy in geography education.
The document provides information about the Royal Geographical Society's Young Geographer of the Year Competition 2023. Students are asked to create a blueprint or plan addressing two geographical issues related to problems such as food/energy sustainability, water security, urbanization, and more as they will exist in 2050. Entries can be posters for key stages 2-4 or other formats for key stage 5. Posters should include annotated maps, images and diagrams to explain the problems and proposed solutions. Last year's winning entries are provided as examples of quality. Suggested issues, formats, and resources are provided to help students develop innovative and realistic blueprints for the future.
The document discusses various elements of the Queen's coronation weekend that could be impacted by different weather types, including wet weather, windy weather, fog, cold temperatures, and an actual weather forecast. Elements that may be affected are people camping out overnight along the procession route, drones getting aerial footage, people standing to watch the procession for long periods, people and horses in the procession, guests arriving in fancy clothing, the outdoor service and procession, gun salutes in Hyde Park, the coronation procession returning to Buckingham Palace, people taking photos, a royal flypast, and outdoor parties and picnics. The actual forecast predicts a cloudy and wet day in many areas with showers, including London
Dr. Gemma Sou gave a presentation on using comics to communicate geographic research findings. She discussed how comics can represent different experiences and perspectives through fictionalized characters and storytelling. Sou explained her process for developing comics, which includes deciding what to communicate based on the audience, writing scripts, working iteratively with artists, and seeking feedback. Comics allow researchers to visualize alternative futures, histories, and intangible experiences. Sou argued that comics are an accessible way to engage different audiences and challenge stereotypes. The presentation concluded with a discussion of examples of geographic comics and their educational uses.
The document discusses borders and how they are commonly perceived, suggesting that borders represent interaction and cultural exchange rather than exclusion, are fluid rather than fixed, and indicate insecurity rather than security. It prompts considering the borders young people cross daily that could be used to discuss this concept and how borders could be integrated into or made a separate topic of discussion in teaching.
This document provides information about an upcoming book club discussion on the book "How borders make and break our world" by James Crawford. It will be led by Alan Parkinson, the past president of the GA Conference. The discussion will include an audio excerpt from the book, background on the author, and activities that could be used to teach about borders using the book. It also lists additional border-related readings and questions for consideration about significant current borders and effective teaching strategies.
This document provides 10 geography-related activities for students to do at home during a period where internet access may be limited. The activities include exploring maps and atlases to learn about countries, practicing map reading skills, creating sketches of local views, reviewing geography-themed books and films, and writing articles on topics of interest. The goal is to continue developing geography knowledge and skills through hands-on tasks that can be done independently or with family members.
This document outlines 14 factors contributing to rising food prices: 1) climate change is affecting crop yields, 2) the war in Ukraine has increased costs of fertilizer, grain, and fuel, 3) last summer's drought reduced crop yields, 4) recent bad weather damaged crops in Africa and Spain, 5) panic-buying has led to shortages, 6) increased wages and strikes have added costs, 7) COVID-19 disrupted supply chains, 8) Brexit reduced the availability of farm labor, 9) avian flu outbreaks increased costs for poultry farmers, 10) supermarket practices limit competition and flexibility, 11) high energy costs increase transportation and production costs, 12) seasonal timing leaves few UK crops available, and
Alan P - Drinking deep from the Fawcett.pdfGeoBlogs
ย
The document discusses the history and impact of the Fawcett Fellowships, which provide professional development opportunities for geography teachers. It describes how the Fellowships were established in 1987 to allow mid-career teachers to study at University College London. It also provides biographical details about Charles Bungay Fawcett, the prominent British geographer who the Fellowships are named after. Fawcett was regarded as one of the founders of modern British academic geography and published influential work on regional identities and governance in England. The document outlines the proposed goals and activities for the current cohort of Fawcett Fellows, including discussions on decolonizing the geography curriculum and school context sharing.
This document provides a resource for geography teachers about the 1953 East Coast Floods in the UK and Netherlands. It includes background on the floods, locations affected, impacts, types of flood defences, and activities for students. The floods were caused by a severe winter storm that produced a large storm surge which overwhelmed sea defences. Over 2,100 people died in the Netherlands. The floods had short, medium, and long-term impacts including property damage, disruption to transport, and changes to coastal development regulations. Different strategies for managing flood risk are discussed, including hard engineering like sea walls and softer approaches. The resource includes nine student activities and background information on the floods.
The document discusses the low status of geography education in Finnish schools. It notes that geography has lost its second compulsory course at the upper secondary level, while other subjects like biology and history have two or three compulsory courses. The distribution of lessons across subjects is based on political decisions that influence their status. Geography teachers and university educators argue that geography is uniquely positioned to study complex issues like climate change and sustainability from both natural and human perspectives. However, geography's importance is not adequately communicated outside the field, contributing to outdated stereotypes about the subject. The document calls for geographers to better promote geography's central role when discussing major challenges in order to improve its status in education.
This document outlines the KS2 Geography curriculum for years 3 through 6. In year 3, students will learn about planet Earth, continents and time zones. Year 4 focuses on the Arctic, climate change impacts, and ocean systems. Year 5 covers global connections through trade, globalization and migration. It also looks at London as a world city and hazards like volcanoes and earthquakes. Year 6 examines extreme Earth, Australia, water systems, local geography of the Fens, coastal landforms and processes, and tourism. Students will build skills in atlases, maps, statistics, graphics, and fieldwork.
Iceland is full of incredible natural wonders that will excite any explorer. The missions in this guide will challenge students to actively explore Iceland using their senses and imagination. They will experience extremes of nature from roaring waterfalls to steaming geysers. Students will complete missions like creating an Icelandic identity, mapping the Blue Lagoon, filming a crime scene at a lava tube, and standing in a place younger than themselves. The goal is to fully immerse themselves in Iceland's unique landscapes and culture.
- The author was born in 1963 in Rotherham, South Yorkshire and grew up on a new housing estate in Wickersley.
- He attended Northfield Lane Infants School from 1968-1971 and has many fond memories of exploring the surrounding area with friends and family as a child.
- These early experiences with geography, such as school trips to the Lake District, helped shape the author's interest and career in teaching geography.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
ย
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
ย
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Fish and Chips
British culture and โway of lifeโ Increasing cost of living and
price of fish and chips.
Links between the UK and
other countries
Environmental issues
1. What has happened to the numbers of fish and chip shops over the years?
2. What are some of the reasons mentioned for the increasing cost of sourcing the ingredients for a portion of fish and
chips?
3. How have changes in our lifestyle impacted on fish and chip shops and the demand for their product? (Think: health,
vegetarianism, use of delivery apps)
4. How will the loss of these shops affect local communities and our national culture?
What are your favourite fish and chip shops you visit as a family? (if you do) and what do you usually order?