![GA’s suggestions "Core knowledge" [Kn1]: This refers to the subject as it resides in the popular imagination: If geography is the 'world subject' its core knowledge is gleaned and created from the information communicated in globes and atlases. Much of this amounts to geographical context, and in this sense can be distinguished from the main content of the curriculum. It is not low level or trivial material but it can become so if taught badly, e.g. as an end in itself. The GA, in its 2009 manifesto, likens learning geography to learning a 'language'. Using this metaphor, the idea of 'vocabulary' captures the role of 'core knowledge'. It may be thought of as extensive world knowledge, in itself fairly superficial yet enabling.](https://image.slidesharecdn.com/thenewgeographycurriculumforleeds-120130134619-phpapp01/75/The-new-Geography-Curriculum-for-Leeds-28-2048.jpg)
!["Content knowledge" [Kn2]: Sometimes referred to as concepts or generalisations, and the key to developing understanding. This may be seen as the main content of the geography curriculum. Key concepts and generalisations in geography show how geography contributes to pupils' acquisition and development of 'powerful knowledge’. Using the GA's language metaphor, the concepts of geography are like its 'grammar'. It may also be thought of as more intensive world knowledge, taking in the realm of processes, different perspectives and of values.](https://image.slidesharecdn.com/thenewgeographycurriculumforleeds-120130134619-phpapp01/75/The-new-Geography-Curriculum-for-Leeds-29-2048.jpg)
!["Procedural knowledge" [Kn3]: Thinking geographically is a distinctive procedure - it is not the same as thinking historically or scientifically or mathematically (etc.). The teacher can model this by example, but it is also learned through exposure to, and direct experience of, high quality geographical enquiry which might include decision making or problem solving scenarios. Two examples: (a) The recognition of the significance of place and unique context (b) The adoption of a relational (or sometimes, 'holistic') approach to enquiries (e.g. taking account of both physical and human factors; or the links between local phenomena and wider global processes).](https://image.slidesharecdn.com/thenewgeographycurriculumforleeds-120130134619-phpapp01/75/The-new-Geography-Curriculum-for-Leeds-30-2048.jpg)
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The [new] Geography Curriculum for Leeds
The document discusses ideas for developing the geography curriculum, including: - Drawing on teacher knowledge and student experiences - Ensuring the curriculum includes engaging lessons that take students beyond their current understanding - Debating what core geographical knowledge should be included and how it can be taught without dominating the curriculum
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The [new] Geography Curriculum for Leeds
- 1. Some ideas formaking it happen… Image: Wouter van Buuren
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- 7. “… to beeducated is not to have arrived at a destination, it is to travel with a different view...” R S Peters Image: Nick Totterdell
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- 10. Last 3 monthsRoyal Geographical Society – Discovering the Arctic / From the Field Google - World Wonders Project – Pilgrim’s road in Spain Badger: Better GCSE grades textbook – due April 2012 Ordnance Survey: Digimap – education pack – 34 activities Twig: Notes for geography films & new films on Earth Science – BETT Award for best secondary digital content TeachIt Geography – editing and curation pre-launch CPD around the country and beyond – including EU digitalearth project Mission:Exploring – runner-up Educational Writers’ Award 2012 Harper Collins: iGCSE textbook / online updates & children’s book Open University: VITAL Geography portal management National Geographic Education – GAW materials used across USA
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- 12. Coping with previouscurriculum change…
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- 14. Curriculum “ thesubjects comprising a course of study…”
- 15. Tim Oates Chairof Curriculum Review Aims "embody for all children in England their cultural and scientific inheritance, enhance their understanding of the world around them and introduce them to the best that has been thought and written"
- 16. Tim Oates Chairof Curriculum Review Aims "embody for all children in England their cultural and scientific inheritance, enhance their understanding of the world around them and introduce them to the best that has been thought and written"
- 17. Tim Oates Chairof Curriculum Review Aims "embody for all children in England their cultural and scientific inheritance, enhance their understanding of the world around them and introduce them to the best that has been thought and written "
- 18. Will any schoolsstill have to follow it ?
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- 20. “ When thewinds of change come, some seek shelter, others build windmills” Image: Alan Parkinson
- 21. What is curriculummaking ? “ the creation of interesting, engaging and challenging educational experiences which draw upon teacher knowledge and skills, the experiences of students and the subject resource..”
- 22. What is curriculummaking ? “ the creation of interesting, engaging and challenging educational experiences which draw upon teacher knowledge and skills, the experiences of students and the subject resource..”
- 23. What is curriculummaking ? “ the creation of interesting, engaging and challenging educational experiences which draw upon teacher knowledge and skills, the experiences of students and the subject resource ..”
- 24. Student Experiences Geography:the subject Teacher Choices Underpinned by Key Concepts Thinking Geographically Which learning activity ? Does this take the learner beyond what they already know ?
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- 27. Core knowledge What are we going to be teaching ? What is core knowledge in geography ? How will this be taught so that it doesn’t dominate the curriculum ?
- 28. GA’s suggestions "Coreknowledge" [Kn1]: This refers to the subject as it resides in the popular imagination: If geography is the 'world subject' its core knowledge is gleaned and created from the information communicated in globes and atlases. Much of this amounts to geographical context, and in this sense can be distinguished from the main content of the curriculum. It is not low level or trivial material but it can become so if taught badly, e.g. as an end in itself. The GA, in its 2009 manifesto, likens learning geography to learning a 'language'. Using this metaphor, the idea of 'vocabulary' captures the role of 'core knowledge'. It may be thought of as extensive world knowledge, in itself fairly superficial yet enabling.
- 29. "Content knowledge" [Kn2]:Sometimes referred to as concepts or generalisations, and the key to developing understanding. This may be seen as the main content of the geography curriculum. Key concepts and generalisations in geography show how geography contributes to pupils' acquisition and development of 'powerful knowledge’. Using the GA's language metaphor, the concepts of geography are like its 'grammar'. It may also be thought of as more intensive world knowledge, taking in the realm of processes, different perspectives and of values.
- 30. "Procedural knowledge" [Kn3]:Thinking geographically is a distinctive procedure - it is not the same as thinking historically or scientifically or mathematically (etc.). The teacher can model this by example, but it is also learned through exposure to, and direct experience of, high quality geographical enquiry which might include decision making or problem solving scenarios. Two examples: (a) The recognition of the significance of place and unique context (b) The adoption of a relational (or sometimes, 'holistic') approach to enquiries (e.g. taking account of both physical and human factors; or the links between local phenomena and wider global processes).
- 31. What are younot giving up ?
- 32. When were KS3pupils born ? Between 1998 and 2000
- 33. Mt. St. Helens& Harry Truman 1980
- 34. Formation of waterfallsand ox-bow lakes A bit wet..
- 35. China One ChildPolicy 1980’s
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- 37. That video withBernard Clarke crossing the Pennines on a barge…. 1970’s
- 38. The Brandt linedivide between LEDCs and MEDCs Too simple
- 39. The Lynmouth Floods1950’s
- 40. What other exampleshave I missed out ?
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- 44. Noel Castree “There are only ever choices.... When choices are made and accepted by a sufficient number of teachers, they tend to become 'common sense’” The choices YOU make are all important !
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- 48. Alec Couros :CC License
- 49. What will yourdepartment do with the new KS3 curriculum? “… ..design the curriculum we’ve always wanted…” “… nothing much, our KS3 seems OK as it is…” “… tweak our curriculum to take advantage of the new flexibility…” “… .hope that the publishers come up with something good, then we’ll go for that….” ? ? SLT view?
- 50. Autumn Spring Summer Y7 Making connections Exploring the UK Weathering & River Erosion UK Flooding UK Settlement Geography of Football Y8 Industrial decline Food miles Tectonics Weather and Climate Brazil: Country of contrasts Geography of Crime Y9 Ecosystems People and Resources Coastal Management Weather Forecasting Development Geography of Fashion
- 52. “ Teacher talkdominates classrooms and controls the process by which communication takes place, by deciding what kind of talk is permissible, by whom and for how long.” Margaret Roberts
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- 54. “ if they’retalking about it, we should be teaching it…” Eyjafjallajokull Somalian pirates The state of the economy Frozen Planet Mobile phones Youth crime Costa Concordia Japanese Tsunami
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- 56. Vocational Resources onGA website
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- 58. Exp lore Experiment Exp erience Exp ertise
- 59. “ Experience isthe overcoming of perils. The word “experience” shares a common root (per) with “experiment,” “expert,” and “perilous.” To become an expert one must dare to confront the perils of the new.” Yi-Fu Tuan 1977
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- 61. Keeping up todate…
- 62. REVOLUTION Rules Whatif? So what?
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- 64. What will Martin& Tasha think of it ? Images by Jonathan JK Morris as part of Young People’s Geographies Project
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