Presentation on theme: "Geography concepts: What, why and how?"— Presentation transcript:
1 Geography concepts: What, why and how? Liz TaylorUniversity of Cambridge
2 (This slide showed an image of an exercise book page from 1947 – lots of small pictures showing characteristics and products of different regions of France.)
3 (This slide showed a detailed map in coloured pencil of the relief and key features of Spain and Portugal.)
4 A more recent example… Ecosystems Elements in an ecosystem (biotic, abiotic, food chains and webs)Rainforest ecosystemsDesert ecosystemsMediterranean ecosystemsGeography concepts: what, why & how?
5 An even more recent example… Geography of crimeDefining and categorising crimeCrime in the local areaMapping crime (GIS)Preventing crimeGeography concepts: what, why & how?
6 What’s the big idea?Key concepts can be used in planning to give focus, to aid selection of content, to organise.Geography concepts: what, why & how?
7 A detailed knowledge of content is important conceptsmethods(processes, skills)knowledge(range, content)Geography concepts: what, why & how?
8 But which concepts should we use to organise it? Geography concepts: what, why & how?
9 Different people, different purposes, different lists… Schools Council Project History, Geography and Social Science (1976) in Marsden (1995)Leat (1998)Jackson (2006)communicationpowerbeliefs and valuesconflict/consensuscontinuity/changesimilarity/differencecauses and consequencescause and effectclassificationdecision-makingdevelopmentinequalitylocationplanningsystemsspace and placescale and connectionproximity and distancerelational thinkingGeography concepts: what, why & how?
10 Which concepts?Concepts are classifiers – tools for making sense of the worldWhich are most powerful for constructing school geography around (in this time and place)?Geography concepts: what, why & how?
11 Key concepts in the 2008 NC place space scale interdependence physical and human processesenvironmental interaction and sustainable developmentcultural understanding and diversityGeography concepts: what, why & how?
13 Place, space, time central DiversitySPACEPLACE TIMEInteractionChangePerception & representationGeography concepts: what, why & how?
14 The proof of the pudding… … is in whether thinking about these ideas helps us to plan geographically rigorous, engaging and challenging sequences of learning…Geography concepts: what, why & how?
15 …so how can this happen? Enquiry sequence… short, focussed sequence of lessonsa good enquiry question (pith & rigour)driven by a particular big conceptoutcome activity which answers the question and is integral to the sequenceGeography concepts: what, why & how?
16 Constructing a good question is vital! A question the pupils will want to answer (pith)A question which will encourage careful and challenging thinking about a geographical topic (rigour)Geography concepts: what, why & how?
17 Do these have pith & rigour? What are the human and physical factors which have affected coastal erosion in the Dunwich area over the past 50 years?Olympics in China: good or bad?Should people be allowed to destroy the Amazon rainforest?Geography concepts: what, why & how?
18 It’s not easy, but it is important! Some work in progress…How far has my mobile travelled? (interaction/globalisation)Glastonbury: environmental friend or foe? (interaction/sustainability)Where should the Smiths live in Australia? (diversity)Lake District 2050: What will it be like? (change)Geography concepts: what, why & how?