Teachshare 2

T e a c h e r s a s “ c u r r ic u lu m

m a k e r s ”

The study of geography s t im u la t e s a n in t e r e s t in , a n d a s e n s e o f w o n d e r a b o u t , p la c e s and helps make sense of a complex and dynamically changing world.

It explains h o w p la c e s a n d la n d s c a p e s a r e f o r m e d , how people and environment interact, and how a diverse range of economies and societies are interconnected. It builds on pupils’ own experiences to investigate at all scales f r o m t h e p e r s o n a l t o t h e g lo b a l .

Geographical enquiry e n c o u r a g e s q u e s t io n in g , investigation and c r i t ic a l t h in k in g a b o u t is s u e s affecting the world and people’s lives, for the present and future.

F ie ld w o r k is an essential element of this. Pupils learn to t h in k s p a t ia l ly , using maps, visual images and new technologies, including geographical information systems, to obtain, present and analyse information.

Geography inspires pupils to become g lo b a l c i t iz e n s by exploring their

own place in the world, their values and r e s p o n s ib i l i t ie s to other people,

to the environment and to the s u s t a in a b i l i t y of the planet.

The two largest islands of the British Isles

Capital cities

The six largest cities in the UK

Four important regional centres, by population

The six largest mountain areas in the UK

The three longest rivers in the UK

The largest countries in Europe, by area

The six most densely inhabited countries in Europe

The largest mountain range in EuropeThe two longest rivers in Europe

The four largest seas around Europe

The continents

Two countries from each continent with the biggestpopulation, area, GNP, population density

The six countries in Europe with the highest population

The nine largest world cities

The three largest mountain ranges in the world

The four longest rivers in the world

The largest desert in the world

Cities with the highest population in each continent

Did

you

mar

k th

ese

plac

es o

n yo

ur m

ap? According to the ‘old’ N

C, these places are so significant

that they should be studied by all KS3 learners!

4

Action Plan for Geography20062006

• For years teachers had little reason to plan units as they were provided by QCA and many thought they were ‘compulsory’

• Textbooks by Waugh & Bushell were successful in getting huge market share

Student Experiences

Geography: the subjectTeacher Choices

Underpinned by Key Concepts Thinking

Geographically

Learning Activity

How does this take the learner beyond what they already know?

C u r r ic u lu m C u r r ic u lu m M a k in gM a k in g

‘‘Thinking geographically’Thinking geographically’

• Thinking geographically provides a language, a set of concepts and ideas that can help us see the connection between place and scales and help us see that there are no clear cut answers or easy solutions to complex issues. It is the capacity to understand and respond to challenges of the 21st century world by applying ideas learnt through geography.

Key Concepts at KS3

Overarchingconcepts

The ‘architecture’of the subject.

Less useful inshort term planning

Second Orderconcepts

Underpin the ways in which we

approach the content as

geographers

May need to be taught in a more

explicit wayeg. sustainability

Key Processes

C a v e a t . . . ....if pupils are discussing the rainforests of Brazil they should know where Brazil is and some of the

economic and other pressures on that country which are factors in decisions made about the use of land. It is taking the study of attitudes in

Geography too far if one tests pupils' knowledge about other peoples attitudes to somewhere

without knowing much about where that somewhere is or what the attitudes are for...

Kenneth Clarke, Secretary of State for Education, speaking at the RGS in 1991

Curriculum Making & Young People

“..we want students to realise that geography can be ‘about

them’, growing up in the world...”

Living Geography

Geography that is made to come alive for childrenIt builds on an understanding of children’s ‘everyday

geographies’ and helps to enhance geographical imagination and thinking

Concerned with their lives, their futures, their worldOften starts with local but is set in the context of the

global (community)Concerned with how their world is changing and

whether this will lead to a more sustainable future for ALL

W h a t is t h e ‘ G e o g r a p h y ’ t h a t YO U R s t u d e n t s a r e

l iv in g ?G e o g r a p h e r s d o n o t ju s t s e e a p la c e a s a n ‘ o b je c t iv e t h in g ’ in t h e w o r ld t h a t c a n b e d e s c r ib e d a n d e x p la in e d a s t h e y b u i ld u p g e o g r a p h ic a l k n o w le d g e . ‘ P la c e ’ i s a ls o e x p e r ie n c e d o n a p e r s o n a l a n d d e e p ly e m o t io n a l le v e l .

E le a n o r R a w l in g

IranIranWhat images What images come to mind?come to mind?

What do you What do you know about this know about this country and country and region? region? ContentContentContext...Context...

“I believe that geographical knowledge cannot simply be‘delivered’ to students. Students need to be activelyinvolved in making sense of it for themselves. This

involves connecting new information and ideas withwhat they already know and understand (Barnes

and Todd, 1995).

So the sense that students make ofwhat they study will depend on the connections they

make, and this varies considerably as each individualbrings to the classroom different direct and indirect

experiences, and different ways of thinking about theworld. The role of language and talk between teacher

and student is crucial in this process of making sense.”

Margaret Roberts

It’s good to talk....

• Engage: relate new information to existing experience

• Explore: investigate, hypothesise, speculate, question, negotiate

• Transform: argue, reason, justify, consider, compare, evaluate, confirm, reassure, select

• Present: demonstrate understanding, narrate, describe

• Reflect: consider and evaluate new understanding

Surfers try to rescue drowning migrants as boat capsizes off Canary Islands

Rescuers pull corpses from sea as search for up to 28 missing adults and children continues

guardian.co.uk, Monday 16 February 2009 13.50 GMT

Margaret Roberts “cycle”...

18

S o m e q u e s t io n s

• What works for you ?• What about Standish and his draft

curriculum ?