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Making My Place in the World Sue Bermingham MMU John Lyon Geographical Association.

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Presentation on theme: "Making My Place in the World Sue Bermingham MMU John Lyon Geographical Association."— Presentation transcript:

1 Making My Place in the World Sue Bermingham MMU John Lyon Geographical Association

2 The Model ActualPreferred

3 Making My Place in the World Local Community

4 Curriculum Possibilities OCR Spec A What constitutes your place? Where is it? What do you know about it? How do you feel about it? Why is it important to you – and others? How is it represented, seen and experienced by others? (And for what different purposes?) Candidates personal geographies. What are the major issues affecting your place? What are the key processes of change operating on the local area/community? What changes might take place in the future? Candidates' own visions/ideas for the future of the local area.

5 What we wanted to achieve A conceptual framework for interrogating places and spaces A vocabulary for talking about place Enquiry based learning centred on developing effective conversations between children and place managers Improved confidence with speaking and listening and a greater awareness of themselves as participants and agents of influence in the world.

6 An exclusive and excluding curriculum that only values certain kinds of knowledge and experience signals to many young people how we, as a society, value them now - as individuals as members of diverse communities and as contributors to wider society. It could be deemed educationally careless to ignore the social and cultural capital of this significant group whose spatial lives are shaped by powerful local-global forces; ignoring these geographies runs the risk of alienating significant proportions of young people and of leaving school geography out of kilter with their needs and interests. Young Peoples Geographies

7 Teacher talk dominates classrooms and controls the process by which communication takes place, by deciding what kind of talk is permissible, by whom and for how long. Margaret Roberts Collaborative Classrooms

8 I learn best from discussing in groups I learn best on my own Other statements for students to respond to; Teachers do not see what pupils see The best lessons are active Talking helps me to work out what I mean I am confident at trying something new I like giving my opinion on things When I leave school think I want to go to University I intend to live in this area when I am an adult I am proud of my local area Value Lines 12345678910

9 123456789 YES NO Does your image represent your place?

10 What they said.... small diverse interesting multicultural modern busy mixed boring Green

11 Initial findings They had very little to tell us about their place. Its just there.. They werent aware that other people might have different views of their place Students had very limited vocabulary to describe their place.

12 Familiar hard to describe The range of geographical vocabulary used to describe familiar everyday places at the start of the project was limited and provided a challenge for the pupils as they converse with place managers and community geographers.

13 Geographical Words? Extending vocabulary?

14 What the City Council say

15 Words for the exam...


17 Bingo time!! Choose 9 words from the wordbank provided you are confident you will be able to see on the following photographs Are their any words that youd like a friend to define before we start?

18 Student teacher perspective I particularly thought the part of the lesson whereby the students had the opportunity to question words they didnt know useful as it gave an opportunity to dissolve any misconceptions, using their peers to answer questions kept their attention and made them think as they didnt know if they would have to answer! The students really seemed to engage with this and found it fun to ask other students for definitions or the teachers something they would rarely be able to do. Being able to understand the words before using them to me was an excellent idea as this allowed them to understand clearer what they were looking for in activities later in the lesson.

19 Pupils voice We tried to allow student voice to be dominant in identifying the key issues. We hoped to develop in the students awareness that theirs is only one view among a range of views and to understand and respect diversity, and through effectively developing their speaking and listening skills to understand they can have a voice that contributes to the future of their local area. One student comment what Ive learnt is that you dont really know a place until youve talked to other people to see what they think about it.

20 Change is uncomfortable Relinquishing control over choice of issues and activities takes many teachers out of their comfort zone. Pupils can be passionate, voicing their concerns about place based issues e.g. the role of CCTV in public / private spaces flagship developments and homeless people inequalities and difference – how regeneration changes communities A flagship regeneration project – is the social housing allocation fair


22 Legacy of Project John working with Stockport schools (P&S) – Literacy & Fieldwork 2 academic conferences – international conversations TA inclusion Learning does it require writing? Space and place – definitions Planners – Stockport

23 Legacy of Project Chapter in book Magical project – collaboration PhD – Space that energises? Princes Trust session – local Geog? Ipad – digital literacy Toolkit of ideas on website Further study of participants (MA & PGCE) Closer relationship with councillors

24 Legacy of Project Curriculum change in all schools Think differently - Language and geography Pupil involvement in GA Conference

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