Session Five Medium and long term planning Jim Rogers

Aims to consider the nature, importance and processes of curriculum planning in the medium- and long-term; to consider the processes planning at a variety of scales, with examples of good practice; to engage with the planning principles of the Key Stage 3 National Curriculum in relation to geography. to consider why we teach what we teach in geography

Objectives understand planning as a hierarchy, from national policies to the individual teacher, with National Curriculum and Awarding Body requirements coming between; appreciate that the particular context of the school and its pupils should be taken into account when planning schemes of work. understand how assessment opportunities should be integral to planning, and should be used to guide what happens next; know how to plan for progression in children's learning by addressing curriculum continuity.

What makes a good geographer? Task: What skills should a good geographer posses? What is geographically significant?

What is long term planning? a long-term plan is the planned programme of work for a subject across the school, covering one or more key stages. Long-term planning for a subject happens in the context of a school's overall curriculum plan. Long term plans can build from KS2 experiences, and build towards KS4 and KS5 demands. (Consider the KS2 experience session 2).

What is medium-term planning? a medium-term plan is a planned sequence of work sometimes called a scheme of work. Medium-term plans identify: learning objectives outcomes and indicate the activities that will enable these to be achieved a sequence of activities that will promote progression information about the amount of time needed to cover the objectives

What factors can influence planning? Task: consider what factors influence planning. 5 mins Pupils – age range, ability, class sizes. Department – size, specialist/non – specialist, experience/interest/strengths, resourcing. School – ethos, cross-curricular links, assessment reporting, whole school plans, timetabling. Local community/landscape. Politics. THE NATIONAL CURRICULUM! Partnerships i.e. Eden Project, international links/trips, professional organisations. Research…should influence! Re: Geographical Association – Teaching Geography.

So what is good planning? Task: consider what makes good planning. ChallengingEngagingRigorous Allows for progression

How do you plan? Do you plan by Theme?Place? Assessment activity? Concept?

What is enquiry? It is a sequence of lessons where students build knowledge, understanding and skills to answer a particular question. Question is stated at the beginning. A good enquiry question makes you want to answer it! Outcomes could be… Assessment could be by peers or self. Assessment criteria should always be transparent.

The concepts:  Drive planning  Shape learning  Encourage our pupils to think geographically.

KEY PROCESSES

Group task – long-term planning ideas Might be used at a departmental meeting with a bank of possible ideas

Group task – long-term planning ideas Sensing Places Weather and climate Individual enquiry – measuring the weather Our restless Earth Our Global Future and Sustainable Communities Our Unequal Planet Map skills using free OS maps

Medium term planningTask: Using the medium term planning guide, the outline guide, and possibly the enquiry questions, the National Curriculum, and your own wealth of experience and knowledge design; 1.An outline for ks3 geography for years One unit/scheme of work. Consider the timescale, concepts, processes and possible forms of assessment you will cover. Don’t worry about resources! Will it be enquiry or concept driven? N.B. Your group will present this to the others at the end of the session. Extension activity: design your assessment and mark scheme. Consider what enquiry questions could be asked…

Clear conceptual themes that develop over a key stage A clear picture showing the key stage 3 journey.

St. Bernard's School – new secondary geography curriculum (1 st draft) Map skills & settlement Rivers & flooding Human processes: eg. crime, retail, sport) Actions & effects: food miles, NPs, local issues Population & migration Tourism issues MY PLACE IN THE WORLD DANGEROUS WORLD Weather & weather extremes Tectonics (earthquakes and volcanoes) THREATENED WORLD Ecosystems under threat eg. TRF, Antarctica Global issues eg. climate change THE HUMAN WORLD Energy issues (various scales) Globalisation issues eg. fashion, MacDonalds Development, Trade and Aid Y7Y8Y9

What is geography ? New local park: enquiry (fwk) Adventure landscapes in the UK Paradise Lost (Thailand) Introduction to “risk” (local) Causes of global climate change 2007 UK floods Hurricane Katrina Settlement: local fwk - shops & services (Wendover) Growth of Aylesbury  planning issues Further afield – growth of Dubai Rubbish Recycling – various scales Draft 2 year KS3 scheme (Y7, Y8) Tectonics (Volcanoes and earthquakes) Population (including EU migration and global issues) Development – measurement and issues India or China (final decision not yet made) Resources issues (water, tropical rainforest, carbon footprints) This draft 2-year scheme from a Bucks school is aiming for a logical sequence of units within Y7. Three broad themes (leisure landscapes, risky landscapes, and urban landscapes) are all started at local level, then taken further afield. Y8 detail is still to be planned