MMM & AJM Rainforest
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The document discusses life for tribespeople living in the Amazon rainforest and provides suggestions for how to help protect the rainforest. It describes how tribesmen hunt to provide food for their families while women gather, and how children learn skills to support themselves later. The authors express concern that the rainforest is being mistreated and overexploited.
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This document discusses priorities for change and managing that change effectively. It emphasizes identifying the main priority or "main thing", creating a vision and plan to address it, and monitoring impact over time. Key aspects of managing change include understanding the current situation, desired future state, steps to close the gap, and metrics to track progress. Sharing ideas and gaining input from others is also highlighted. The overall message is the importance of keeping the primary focus clear and strategically managing initiatives for progress.
Making the mundane memorable
Slides that accompanied my talk at Practical Pedagogies 2016 about how simple yet effective ideas can make the difference.
Data around Grit and Outcomes
Students were divided into four groups based on their grit scores from the Duckworth grit test: gritty and exceeding expectations, gritty and below expectations, not gritty and exceeding expectations, not gritty and below expectations. Various data about the groups such as their academic progress, attendance, proportion receiving pupil premium funding (likely low-income), and gender proportions is shown in charts. The document examines differences between these grit groups.
Is there a link between extra curricular clubs and attendance
This study examines strategies to reduce absenteeism among disadvantaged ("Pupil Premium") students. The researchers hypothesize that an intervention involving weekly meetings between students and administrators, and participation in extracurricular activities, will increase students' connection to school and improve attendance. Preliminary findings show positive correlations between extracurricular participation and higher perceived teacher support, school attendance, and student happiness. The full study will analyze these relationships further and compare the results to existing literature on improving school engagement and outcomes for at-risk youth.
Developing better answers
Rapid urbanization can lead to overcrowding, strain on services like schools, unplanned building development, lack of sanitation and clean drinking water, and lack of tax revenue to fund services. Urbanized basins with steep valleys, deforestation, large catchment areas, and saturated soils are more likely to experience flashy hydrographs during rainfall events. Methods to manage flooding include hard engineering solutions like dams, flood walls, and embankments as well as softer strategies like afforestation and flood plain zoning. Coastal erosion can be addressed through hard structures like sea walls and groynes or softer approaches such as managed retreat and beach replenishment.
What is life like in favelas?
Lesson exploring Rio's favelas. With thanks to Noel Jenkins for the place description as seen on his blog: http://www.digitalgeography.co.uk/archives/2012/11/describing-place/
Paper 1 case studies WJEC Geog B GCSE
The document provides details on 12 case studies related to geography revision. Case Study 5 examines a proposed planned development of 10,000 new homes in Mid Sussex, UK. The private developers aim to meet housing demand while reducing pressure on small villages and larger towns. Advantages include easing housing pressure, limiting urban sprawl, providing infrastructure in one development rather than many additions, and boosting local jobs and services. However, the development would replace low-grade farmland and impact the sparse local population.
Making connections between primary and secondary classrooms
Slides to support a workshop delivered at the Geographical Association's Conference in April 2016. Exploring the links between primary and secondary classrooms
Making connection between homebuilding, politics and migration
#gaconf16 workshop that explored how to engage young people in geography and statistics, getting them to question the media and 'facts'
GRIT assembly Jan 2016
The document contains lyrics from several songs interspersed with short phrases or sentences. It discusses themes of perseverance, never giving up, keeping one's integrity and individuality, and finding freedom and purpose through believing in oneself.
Teacher Standard 5 - Adapting teaching for all learners
This document contains a series of posts by David E Rogers on adapting teaching to meet student needs. It discusses assessing students, supporting literacy and numeracy, engaging students through place-based learning, using images and questions to spark curiosity, and the importance of feedback. It also addresses challenges in adapting schemes of work and how to promote a love of learning geography through fieldwork, current events and using multiple senses.
2016 GCSE Geography Fieldwork
Slide to accompany a talk around how fieldwork should be approached in response to the 2016 GCSE Geography changes. Given as part of the Geographical Association's New Geography GCSE courses.
Aung san house assembly 15th october
This document discusses how every decision you make shapes who you become in the future. It advises the reader to look at who they want to be and start taking actions that sculpt themselves into that person, even if they don't end up exactly where they planned. The key message is for the reader not to just drift through life and randomly become an adult they don't want to be, but to actively work on becoming the person they envision.
Mark scheme for the geographical enquiry
This document outlines a mark scheme for assessing a geographical enquiry. It provides descriptors for assessing students' knowledge and understanding, application, and skills. For knowledge and understanding, it evaluates the details students recall about their hypothesis, the terms they use, their understanding, and the conclusions they draw. For application, it assesses how students apply their knowledge to geographical ideas, concepts and theories. For skills, it evaluates the techniques students use to collect, present, and analyze data, how they evaluate their methods and data, and their communication skills. It also provides notes advising students that they do not need to write a methodology, and giving strategies for students to access marks related to applying their wider geographical understanding. Finally, it outlines some
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skeleton System.pdf (skeleton system wow)
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- 1. A Pupil Point Of View On The Tropical Rainforest. By FT And AH. http://ronwalker.org/amazon_iquitos_peru/indian_family_peru_feb_2002_2.jpg we are tribes people who live in the Amazon Rainforest this is our home.
- 2. This is an un-touched area of land you can tell people have not visited here because of the colour difference in land. The Amazon River. This is a picture of a factory that is on the outskirts of the Amazon river http://maps.google.co.uk/maps?gbv=2&hl=en&q=tribe%20children&ie=UTF-8&sa=N&tab=il
- 3. How to help the rainforest! You can help the rainforest byโฆโฆ.. Drinking PG tips Recycling Using less palm oil products Donating to rainforest charities Join Greenpeace By non-rainforest products Using sustainable sources Using Ariel Gel (Brrrrrrilliant) Turning off the lights when not being used Eating food mostly from the UK
- 4. The Life Of A Tribes Man. The men in the tribes do all of the hunting for the family and the women do the gathering. The children have to learn the basics skills of a tribes person because when they have there own family they will have to do there own hunting, gathering and looking after the children. In the tribes the men are very important because they do the hunting and without that the people in the tribe would have NO food to survive on! http://www.spraguephoto.com/stock/images/6000_6499/6132%20Tribal%20Sudan%20Children%20of%20the%20Toposa%20tribe%20at%20Nanyangacor%20South%20Sudan.jpg http://www.spraguephoto.com/stock/images/6000_6499/6132%20Tribal%20Sudan%20Children%20of%20the%20Toposa%20tribe%20at%20Nanyangacor%20South%20Sudan.jpg