2. NCEA Geography Nau mai! Margaret Leamy National Coordinator Social Science margaret.leamy@otago.ac.nz M: 021708981

3. He waka eke noa A canoe which we are all in with no exception

4. Learning Intentions To reflect on L2 Geography To understand what is expected in L3 Geography To design a Geo programme to suit our student needs Success Criteria Develop useful literacy practices to meet the needs of all students Greater understanding of L3 Achievement Standards Design an effective L3 Geography programme catering for your student needs

5. Do you know your learners? NZC places the learner at the centre of teaching and learning and teachers need to “attend to the cultural and linguistic diversity of all students” (p34) need to go beyond the general picture we’re used to increasing need to know who is in our classroom and how we can encourage learning if we know our learners we can adapt our programmes to fit their needs “While we cannot control the wind, we can adjust our sails ”

6. What data? NCEA internals NCEA externals Student voice Observations E-asTTle Mock exams Formative Assessment

7. An Ethic of Care From reading: ‘An Ethic of Care’ 1. Come up with 7 factors that geography classrooms need to have – place these in the middle grid 2. Move each factor into the middle box of each of the grids around the side 3. What strategies do you/can you use in your Geography classroom to develop this ethic of care How do these relate to Tātaiako?

8. Externals & Marking Remember that GSM is being implemented at Level 2 this year It remains at Level 1 Brought into Level 3 next year

9. L2 Geography What has gone well this year? Not so well? New ideas/topics/teaching/learning… Management of time Queries?? What has gone well; what hasn’t; why; what next?

10. L2 externals… are we prepared? What are we unsure about Key issues for students eg language, skills Key issues for teachers Geographical concepts NZQA exemplars

11. Are our students prepared? All teachers should know...and understand what is distinct about reading and writing in their own discipline and how to make those rules, conventions, and skills apparent to the students. If students are to succeed in content areas, teachers will need to demystify the reading and writing... How do we go about building our students writing capability to address the requirements of the external Geography standards?

12. Structure ie ALL the aspects of the answer + the order and arrangement ideas and concepts Language Features CONNECTIVES – linking words and phrases ie allows the explanation / analysis Language Features TECHNICAL Language ie words/symbols specific to an academic discipline (eg geography) DESCRIPTIVE words and phrases ie these specify the subject and details of idea/concept -orographic rain -water vapour -evaporated /..tion -condenses/..ed -rain shadow -Western high -high -Eastern high -warm -less -long -different -cold -permanent This is when ….and As it gets.. and causes it to … As a result….. also creates This results… and.. also have..due to.. …which results in Statement Elaborabation Example

13. L3 Geography Achievement Objectives Indicators Concepts Themes Achievement Standards

14. Teaching and Learning Guides

15. Your inquiry… What new ideas and contexts would you like the course to contain? What do your students enjoy? What do students want to learn and do in geography? How can you develop a course that provides for learner choice as well as teacher choice? What are the literacy and language skills required in Geography?

16. Level 3 draft standards http://ncea.tki.org.nz/Resources-for-aligned- standards/Social-sciences/Geography/Level-3- Geography One standard per group – an expert group What are the key changes, what needs to be considered, thoughts… Then… Join another group and share your findings

17. L3 Programme Design If you could teach anything you wanted, what would you include? What would you throw out?

18. Some examples… Take the samples… What aspects of these do you like? What would you add? What contexts would work for your students?

19. Your turn Using what you already know about your students, and what we’ve talked about and seen today… Design a L3 programme for your L3 class next year.

20. Geography needs… What are the Geography needs in your region? How can Te Tapuae o Rehua support you in meeting these needs? Who else can support you? How?

21. Success Criteria Gain useful literacy strategies Greater understanding of L3 Achievement Standards Design an effective L3 Geography programme to meet the needs of your students