How the PGQM Geography in your school can support you to enhance the quality of 2009 Wendy North, Primary Curriculum Development Leader Geographical Association Annual Conference Manchester – 17 th April 2009
Promotes Enjoyment of Geography <ul><li>Pupils are enthusiastic and enjoy their experience of geography </li></ul>Getting ready to ‘fly’ to Mexico
Year 3 Local Area topic: Footprints showing the street features of pupils’ journeys to school. Evidence for C3a
Pupils created a map in pairs of the main features of Kalpanagar & the Magic Rickshaw’ story was read. Pupils thought carefully about the main character’s feelings throughout the story, adding emoticons to their Local Studies maps along with appropriate picture images. Plan a musical composition associated with the story. http://www.geographyteachingtoday.org.uk/curriculum-making/teaching-ideas/music-an-indian-journey/ Evidence for C3c
1b: Evidence in the school shows that geography is valued. SEF: the kind of learning environment the school seeks to provide Also shows significant evidences for 3a Two Rivers Special School
Supports excellence in geography and across the curriculum Foundation Stage Austrey Primary School: Google Maps proved an excellent resource for showing the children a real river. We discussed what the map might be showing, Katie said: It’s here, England They knew from the story, ‘The Journey’ where and what the estuary was. Some noticed that the river got narrower. I used the words they had been using to sketch a map of a river.
<ul><li>Armed with trowels, in small groups we start to dig the stream. </li></ul>‘ I didn’t know it was going to be this hard work!’ Stream Building
‘ We’ve found loads of worms!’ ‘ I’ve found a really tiny one.’
<ul><li>We sprinkled in sand and pebbles. </li></ul>‘ It’s like adding chocolate chips!’
<ul><li>Then we collected water in watering- cans and buckets. </li></ul>
<ul><li>The water was poured in carefully. </li></ul>‘ There’s a deep bit at this end.’
<ul><li>We tried to make it look like the story, about the little red boat. </li></ul>
Encourages Geographical Thinking <ul><li>Spatial awareness </li></ul><ul><li>Making connections </li></ul><ul><li>First hand experience </li></ul><ul><li>Making sense of the world </li></ul><ul><li>Link learning across the curriculum </li></ul>Thornton Dale CE Primary School What is an island? Discuss why this was a good setting for Swallows and Amazons. Why is this island in the lake? How could this stream move this tree? Why do the rocks near the water have no vegetation? Looking on the stream bed – what is it made up of? How and when does sediment move? This links to our work on rivers in year 6.
Humphrey Head How did all these dead trees get here? The water is not strong enough to move them. Although there was lots of green above the stream nothing was growing on the rocks next to the water.
<ul><li>We followed a mountain stream. The best bit was getting wet and jumping in to see how strong the water was. </li></ul><ul><li>Although we tested out what the stream could move by dropping different sizes of material into the water. There was no way we could move the bigger branches and the stream was not moving them. </li></ul><ul><li>There was nothing growing on the sides of the stream and so we thought that the water could sometimes be a lot higher. When we got back we decided to look at the rainfall to see if there could be more water in the stream. We knew that when Pickering and Thornton Dale flooded and the school shut there was a lot of rain so decided to look at the rain in the Lake district. </li></ul>
<ul><li>When we looked at the monthly rainfall figures we could see that there was a lot of rain in summer as well as winter. That did not tell us why the trees were there as we were there in May and there was not a lot of water. We would need to see if a lot of rain fell in a short time which would then make the river rise. </li></ul><ul><li>We had trouble trying to find measurements which were not averages. The one we used was from Cumbria house which showed daily rainfall. We could then see if there were several days when it rained a lot and there would be more water in the river. News reports of flooding where cars were washed away mentioned flash floods when a lot of rain fell in a short time. So we think this is how the trees got here. </li></ul><ul><li>Tom and Michael </li></ul>
Is concerned with Geography for today and not yesterday <ul><li>Geography that is: </li></ul><ul><li>made to come alive for children </li></ul><ul><li>builds on an understanding of children’s `everyday geographies’ and helps to enhance geographical imagination and thinking </li></ul><ul><li>concerned with their lives, their futures, their world </li></ul>
Is concerned with Living Geography <ul><li>Often starts with local but is set in the context of the global (community) </li></ul><ul><li>Concerned with how our world is changing and whether this will lead to a more sustainable future for ALL </li></ul>
Developing active and informed future citizens <ul><li>No more relevant subject in the curriculum. David Bell </li></ul>
A framework that guides you towards achieving quality geography for all <ul><li>Evaluating </li></ul><ul><li>Sound framework for evaluating the curriculum and prioritising your action plan </li></ul>Collaborating Prioritising Taking action Reflecting
Provides a focus for all staff to work together on geography <ul><li>CPD also supports whole school issues: </li></ul><ul><li>Sustainability </li></ul><ul><li>Community Cohesion </li></ul><ul><li>Integrated curriculum </li></ul>
Discover excellent ideas for teaching geography <ul><li>Discover innovative ideas that have been shared by PGQM schools through membership of the PGQM VLE site </li></ul>
Join and be part of a community of practice <ul><li>Link to other work of the GA </li></ul><ul><li>Conference </li></ul><ul><li>GTT website </li></ul><ul><li>Primary Champions </li></ul><ul><li>Local networks </li></ul><ul><li>Personal accreditation </li></ul>