Presentation on theme: "Progression in geography"— Presentation transcript:
1 Progression in geography Elizabeth Rynne St Helen’s School, MiddlesexPaul Weeden University of Birmingham
2 Prescribed content KS1, KS2, KS3, GCSE, AS, A2, IB etc VisionWhat is taughtcoherenceIncreasingDepthBreadthcomplexityKnowledgeUnderstandingSkillsTopical issuesChoiceTeaching strategiesIncreasing ability toInterpretAnalyseProblem solveDraw conclusionsEvaluateHow it is deliveredprogressionvarietyPupil learningAssessmentWhat is learnedIncreasing IndependenceIncreasing abilityto be self criticalto analyse own learning needsFormative / SummativeTeacher / Peer / Self
3 language and grammar of geography CurriculumContentKnowledge, factual material, case studiesConcepts, principles and ideasSkills (map reading)Approaches (enquiry)Understanding thelanguage and grammar of geography
4 Curriculum planning or development? Teachers constrainedOrganising and sorting materialContent and teaching / learning providedCurriculum developmentTeachers have more controlTaking forwardChanges at KS3 – KS4 – KS5Emphasis on development
5 Ownership of curriculum Teachers can:Select content & sequence of T&LRespond to local needsUse local contacts and fieldwork opportunitiesMake the curriculum topical and relevantSchool based curriculum development
6 More work? Selecting Content Same topics Tired, dated and superseded meandersTired, dated and superseded‘Sabre toothed curriculum’River stages (Youth, Mature, Old Age – Upper, Middle, Lower)Glacial flow (Geography, 2007)New topicsGlobal Challenges – climate change, globalisationVibrant curriculumEcopolis, energy debates, shopping (retail therapy)
7 The student view“I didn’t realise that geography was such a variety of stuff – it’s a lot better now! I’ll definitely do it for A-level”Year 10 pupil after working with a group ofUniversity of Birmingham Undergraduates – Pilot GCSE
8 Students learning geography? Do they see:The potential and excitement of geography as a changing discipline?The impact on their future lives?Teachers have to consider:What sort of geography?What is the school context like?What is geography’s place in the whole school curriculum?
9 Types of progression Generic Subject specific – ‘better geographers’ Numeracy and literacyProblem solvingThinkingIT skillsSubject specific – ‘better geographers’
11 Progression, Continuity, Sequence KS1 – establishing foundationsKS2 – moving out to new challengesKS3 – building confidence, capability and inspirationKS4 – promoting participation, citizenship and new possibilitiesPost 16 – ensuring possibilities for specialism and scholarship
12 Act of improving or moving forward ProgressionAct of improving or moving forwardProgression in a subject:Subject structurePlanned curriculum experiencePupils’ performance
14 Planning based on curriculum experience Teaching and learning experiences plan for increasing:precision and sophistication in language and grammar of geography,breadth and complexity of understanding at a range of scalesuse of generalised knowledge, abstract ideas and linkagematurity of understanding of issues, values and attitudesindependence in using the enquiry process and geographical skills (use of reasoning, explanations, linkages and judgements)
15 Weather KS1 - personal experiences KS2 - seasonal change KS3 - types of rainfall; high and low pressureKS4 – depressions – processesKS5 – atmospheric patterns and processes
16 Progression in outcomes Subject specific (Aims of geography)Phase specific (Geography subject criteria KS3 / GCSE / A-level)Course / curriculum specific (AO / levels)Topic specific (topic criteria - outcomes)Task specific (task learning outcomes)Pupil specific (individual target)
17 Progression in outcomes: Enquiry Common Processes across key stagesObservation / perceivingDescribing / definingAnalysing / evaluatingMaking judgementsDrawing conclusionsWhat are the features of progression?
18 Dimensions of progression Progression in student responsesRestrictedUni-structuralMulti-structuralRelationalExtended abstract(Solo Hierarchy)Better descriptions / explanations / judgements (SLN website)
19 What kind of curriculum planner / developer are you? CautiousBalancedProgressiveAdventurous
20 Prescribed content KS1, KS2, KS3, GCSE, AS, A2, IB etc VisionWhat is taughtcoherenceIncreasingDepthBreadthcomplexityKnowledgeUnderstandingSkillsTopical issuesChoiceTeaching strategiesIncreasing ability toInterpretAnalyseProblem solveDraw conclusionsEvaluateHow it is deliveredprogressionvarietyPupil learningWhat is learnedAssessmentIncreasing IndependenceIncreasing abilityto be self criticalto analyse own learning needsFormative / SummativeTeacher / Peer / Self
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