1. Learning geography through enquiry Margaret Roberts GA Conference, Guildford, 2014

2. Enquiry, skills and fieldwork EDXCEL GCSE Geography A Students will be assessed on their ability to: Identify, analyse and evaluate geographical questions, hypotheses and issues Establish appropriate sequences of investigation Extract and interpret information from a range of sources Describe, analyse and interpret evidence Draw and justify conclusions from evidence Evaluate methods of data collection, presentation and analysis of evidence.’ OCR A Level An ability to carry out individual research/ investigative work, including fieldwork Investigative skills Questions for investigation, e.g. what are the characteristics of urban areas AQA A Level Investigation: preparation for this unit of work will involve enquiry work outside the classroom - for example data collection, measurement of features in the field… internet research Fieldwork enquiry

3. My knowledge of geography, rather than of enquiry skills, helps me interpret landscape

4. My knowledge of geography helps me interpret townscapes

5. My knowledge of geography helps me understand current issues Climate change Fracking Flooding The implications of changes in house prices

6. My books are about learning geography through enquiry, not about learning skills through geography

7. Learning geography through enquiry Geographical questions Geographical evidence Thinking geographically

8. Geographical questions 7ws and and H

9. Geographical questions Does the question: Capture the interest and imagination of students? Place an aspect of geographical thinking at the forefront of students’ minds? Result in a tangible, lively, substantial, enjoyable outcome activity?

10. Geographical questions EDEXCEL A level What are the main types of physical risks facing the world and how big a threat are they? Why are some places more hazardous and disaster prone than others? What is globalisation and how is it changing people’s lives? How does evidence from personal, local and national sources help us understand the pattern of population change in the UK?

11. Geographical questions Does the question: Capture the interest and imagination of students? Place an aspect of geographical thinking at the forefront of students’ minds? Result in a tangible, lively, substantial, enjoyable outcome activity?

12. Geographical evidence: using sources 5 key points Layers of inference Stereotyping

13. Geographical evidence: 5 key points

14. Using evidence: layers of inference

15. Geographical evidence: layers of inference

16. What does this source definitely tell me? What can I infer? (what guesses can I make?) What doesn’t the source tell me? What other questions do I need to ask? (Jakobshavn Isbrae Glacier, Greenland) Layers of inference This can be applied to images, found online, showing the retreat of Jakshavn Isbrae Glacier, Greenland

17. Using evidence: In the past textbooks represented the Italian south stereotypically, e.g. referring to only negative factors influencing farming

18. The representation of the Italian South in an Italian atlas The climatic advantages of the south are mentioned with its mild winters and earlier spring The lack of mountains in Puglia is mentioned as an advantage The fertile volcanic soils near Naples are mentioned For every region, the atlas shows a map of agricultural production, showing the range of produce in the south Data provided in the atlas, for an activity for primary school children, show that three of Italy’s six most productive regions for farming are in the south (Campania, Puglia and Sicily)

19. Although textbooks have described farming in the south of Italy as ‘subsistence’, it is in fact commercial and can supply goods to every supermarket in the UK

21. Thinking geographically: making connections Developing arguments Reading for meaning (DARTs) Concept mapping Applying criteria

22. Thinking geographically: argument http://youtu.be/f771wXxw2vs

23. Thinking geographically 1: argumentation What is the enquiry question you are investigating? What is the claim being made? Who made it? What reasons are given for this claim? (Warrant) What do you know about geographical facts or processes that might support the claim? (Facts and Backing) Are there any counter-arguments that could be make against the claim? (rebuttals) In view of the evidence does the claim need to be qualified? What is your conclusion?

24. Thinking geographically 2: DART transformation

25. Thinking geographically: DART transformation

26. Thinking geographically 3: concept mapping

27. Thinking geographically 4: applying criteria The Peak District Sustainable Development Fund supports projects that bring environmental, social, economic and cultural benefits to the National Park. Projects are assessed against assessment criteria…

28. Geography through enquiry Aware of questions Critical appreciation of evidence Greater knowledge and understanding of geography

29. GCSE Geography subject content April 2014 Progression statement An increasing involvement of students in planning and undertaking independent enquiry in which skills and knowledge are applied to investigate geographical questions Use of data The ability to identify questions and sequences of enquiry to write descriptively, analytically and critically, to communicate their ideas effectively, to develop an extended written argument and to draw well-evidenced and informed conclusions about geographical questions and issues

30. Geography National Curriculum ‘A high quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives’ (DfE, 2013)