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Celebrating Quality. Student School Community National systems International issues Global limits Connected Lives – The Importance of geographical perspectives.

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Presentation on theme: "Celebrating Quality. Student School Community National systems International issues Global limits Connected Lives – The Importance of geographical perspectives."— Presentation transcript:

1 Celebrating Quality

2 Student School Community National systems International issues Global limits Connected Lives – The Importance of geographical perspectives From Local to Global GEOGRAPHY Physical and human processes Scale Place Cultural understanding and diversity Inter- dependenc e Environmenta l interaction Space

3 What is quality geography? What range of geographical experiences does a student have in a Quality Dept?What range of geographical experiences does a student have in a Quality Dept? What will students be saying about Geography?What will students be saying about Geography? How will students express this?How will students express this? –discuss the statement, record responses on Post it notes, diamond rank for importance. –Send a representative to go to other groups to explore differences/similarities Before we can monitor/evaluate the curriculum in our school we need to have firm criteria in our heads about what quality geography looks like. Key message: quality geography engages pupil interest, captures imagination and stimulates enthusiasm for learning.

4 The Importance of Geography The study of geography helps make sense of the beautiful, complex and dynamically changing world. Geography stimulates an interest in, and a sense of wonder about places. It explains how places and landscapes are formed, 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 from the personal to the global.The study of geography helps make sense of the beautiful, complex and dynamically changing world. Geography stimulates an interest in, and a sense of wonder about places. It explains how places and landscapes are formed, 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 from the personal to the global. Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and peoples lives, for the present and future. Fieldwork is an essential element of this. Pupils learn to think spatially, using maps, visual images and new technologies, including geographical information systems, to obtain, present and analyse information. Geography inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet.Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and peoples lives, for the present and future. Fieldwork is an essential element of this. Pupils learn to think spatially, using maps, visual images and new technologies, including geographical information systems, to obtain, present and analyse information. Geography inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet.

5 Student Experiences Geography Teacher Choices Underpinned by Key Concepts The Subject – Thinking Geographically Learning Activity How does this take the learner beyond what they already know? Quality Learning

6 The Secondary Geography Quality Mark

7 Aims to Recognise and celebrate Quality Geography Recognise and celebrate Quality Geography Offera framework for reflection and evaluation Offer a framework for reflection and evaluation Provide a powerful tool for subject leaders Provide a powerful tool for subject leaders The Secondary Geography Quality Mark

8 Whats in it for me? Identify and celebrate good geographyIdentify and celebrate good geography Provide a framework for subject leaders to reflect and evaluate their curriculumProvide a framework for subject leaders to reflect and evaluate their curriculum Provide a framework and a tool to help geography teachers clarify their own CPD needsProvide a framework and a tool to help geography teachers clarify their own CPD needs Improve for all pupils the quality of the educational experience through geographyImprove for all pupils the quality of the educational experience through geography

9 How well do you know your department?How well do you know your department? How well does the leadership team know your department?How well does the leadership team know your department? What is this knowledge based on?What is this knowledge based on? The Secondary Geography Quality Mark

10 About the pilot Sept 2006 – May schools involved in the pilot phase The 42 pilot schools are working to a framework with several aims; testing and exploring ways to develop the process testing and exploring ways to develop the process testing and developing the framework testing and developing the framework exploring the nature of evidence and what constitutes quality geography exploring the nature of evidence and what constitutes quality geography Contribution to the development of the final documentation Contribution to the development of the final documentation Sept 07 production of a Tool Kit with a SEF, the SGQM, exemplar materials and CPD suggestions. Sept 07 production of a Tool Kit with a SEF, the SGQM, exemplar materials and CPD suggestions.

11 What assessment is made? The first level award is verified on the basis of the written evidence. To recognise some outstanding features schools would be subject to sample verification and written evidence. The award of High quality plus Many outstanding features requires a verification visit to the registered school. This will be done by local geography specialists

12 How to plan, prepare and apply for the award 1.The subject leader and department complete a self- evaluation 2.This provides a visual overview of the current situation and helps to identify areas of development. 3.An action plan is produced 4.Register intention to apply for the Mark with the G.A. and pay the appropriate fee (to be decided) or register as an Associate member. 4. Begin working for the Mark at any time. 5. describe and explain evidence for each criterion and give the educational and geographical context of their school

13 The Framework

14 Statement Department Example/s 1. What are the distinctive characteristics of Geography in your school? 1(a) Students relate geographical thinking with their everyday experiences, so that the relevance of geography is clear to them. 1(b) Students demonstrate an informed understanding of the geographys organising concepts such as place, interdependence, scale and process. The distinctiveness of geography is apparent. 1(c) The department is responsive to innovation in geography education and actively initiates developments in curriculum materials and organisation. 1(d) The department employs a variety of approaches to geography. These are regularly reviewed and evaluated for their effectiveness in supporting standards and achievement in geography 1(e) The KS3 curriculum incorporates the effective use of ICT, maps and fieldwork where appropriate. This should include GIS where possible and the use of high quality images and/or visualisation software. Reflection and evaluation Why do we do it like this? Why do we do it like this? How do we know it is successful? How do we know it is successful? What is the impact on teaching and learning? What is the impact on teaching and learning? Possible area/s for development Reflection Why did we do it like this? How do we know it is successful? What is the impact on teaching and learning? Using the local area allows our students to develop their own ideas and opinions in relation to issues on a range of scales, incorporating a humanistic approach to topics. Studying topical events have allowed them to understand the interdependence of countries and people and how geographical patterns can be changed and improved. This essentially allows them to form their own well evidenced and thought through ideas and opinions in addition to understanding the ephemeral nature of the world in which they live. Local fieldwork allows students to understand how their actions locally have a national and global impact. By presenting information to students in a variety of ways and viewpoints, they can appreciate diverse and different thinking. Students show interest and often enthusiasm with more active engagement and generally positive (informal) feedback from students. Areas for development Further development of student voice (see section 2) to enable students to be more involved in shared curriculum development

15 1(a) Students relate geographical thinking with their everyday experiences, so that the relevance of geography is clear to them. Starter and plenary relate geography to pupil experiences. I.e. class survey to parents employment illustrate economic structure in Meir, Stoke-on-Trent. 1(b) Students demonstrate an informed understanding of the geographys organising concepts such as place, interdependence, scale and process. The distinctiveness of geography is apparent. Pupils differentiate between concepts through wide variety of case studies at KS3 and KS4. 1(c) The department is responsive to innovation in geography education and actively initiates developments in curriculum materials and organisation. The HOD has completed four Best Practice Research Scholarships on Better Descriptions and Explanations in Geography resulting in the publication of Its Long, Its neat This is embedded into the Department. The HOD has cascaded innovation to the Department and to a large number of trainee teachers from Keele University and Manchester Metropolitan University. 1(e) The KS3 curriculum incorporates the effective use of ICT, maps and fieldwork where appropriate. This should include GIS where possible and the use of high quality images and/or visualisation software. The Geography Departments Samples site on the School Intranet includes an extensive arrange of in-house ICT teaching resources and includes an appropriate software such as Memory Map at KS3 and KS4, Geographical images. Effective use of ICT is through visualisers, digital projectors enable pupils effectively use ICT. The Department has recently trialled such ICT equipment as visualisers, and a Magic Planet for the City Learning Centres. Fieldwork Programme Year 8 Traffic Enquiry in Meir Year 9 Peak National Park 1 day GCSE Year 10 Urban Geography in Stoke-on-Trent 1 day GCSE Year 11 Mam Tor Mapwork interpretation 1 day. Reflection Why did we do it like this? To maintain and raise the status of Geography at the High School. To enthuse pupils about Geography. To provide pupils with essential skills and knowledge for adult life. How do we know it is successful? HOD awarded the Royal Geographical Ordnance Survey Award for excellence in teaching Geography in Status of Geography at the High School and with the LEA. Value added results see evidence from LEA graphs. KS3 and KS4 results compared with the average for the High School, LEA and nationally. Ofsted reports. What is the impact on teaching and learning? Raised attainment at KS3 and KS4. Raised value added at KS3 and KS4 Maintained Geography as a popular option.

16 Comment from Pilot schools …..We have always had an open mind as to what we teach and how we teach, preferring innovation and change to stagnation and repetition. So when we had the chance to pilot SGQM we knew we were undertaking a process of national importance – a sense of setting off into the unknown.…..We have always had an open mind as to what we teach and how we teach, preferring innovation and change to stagnation and repetition. So when we had the chance to pilot SGQM we knew we were undertaking a process of national importance – a sense of setting off into the unknown. Personal and professional challenge ….. in what and how we were teaching. …….. SGQM came at just the right time to establish whether the department was on the right tracks.Personal and professional challenge ….. in what and how we were teaching. …….. SGQM came at just the right time to establish whether the department was on the right tracks. If nothing else the application process has lead to some excellent departmental meetings with many useful outcomes. As a head of department I feel in more in touch with my team, department, and subject than ever before! Wow!!! The quality mark has focused our debates and has lead to some really honest / frank self-evaluation.If nothing else the application process has lead to some excellent departmental meetings with many useful outcomes. As a head of department I feel in more in touch with my team, department, and subject than ever before! Wow!!! The quality mark has focused our debates and has lead to some really honest / frank self-evaluation. A valuable, reflective process of continuous improvementA valuable, reflective process of continuous improvement

17 Exploring the criteria Individually scan the document, choose an area to explore – identify colleagues who have chosen the same area Working in small groups (pairs/threes) – Explore issues/thoughts/commentsWorking in small groups (pairs/threes) – Explore issues/thoughts/comments Feedback SessionFeedback Session Where next?Where next?

18 Where Next? Be very excited!Be very excited! Sign up as an Associate MemberSign up as an Associate Member This entitles you to support through the Secondary Geography Quality Mark forum of the VLE and access to all Quality Mark CPDThis entitles you to support through the Secondary Geography Quality Mark forum of the VLE and access to all Quality Mark CPD


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