A View From King Edward VI Five Ways School

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Building OutstandingGeography Departments
STANDING OUT

• A View From King Edward VI Five Ways School

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Things to think about 1.Having a VISION

• What exactly are you doing and why?
• What philosophy or rationale informs
• everything you do?
• What is the point of you and your
• Geography department?
• What kind of geographer do you want your pupils
• to be?

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Things to think about 2. The Importance of
Geography

• What is Geography?
• Why does it matter?
• The distinctiveness of Geography
• Do we need to be geographers and teachers?

Outstanding geography brings the real world, with
all its excitement, complexity and challenges,
into the classroom. It also takes students and
teachers out of the classroom! www.geography.org/u
k
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The Importance of Geography

• Geography stimulates an interest in and a
  sense of wonder about places and.
• helps young people make sense of a complex and
  dynamically changing world
• explains where places are, how places and
  landscapes are formed, how people and their
  environment interact, and how a diverse range of
  economies, societies and environments are
  interconnected .
• builds on pupils own experiences to investigate
  all scales, from the personal to the global.
• encourages questioning, investigation and
  critical thinking about issues affecting the
  world and peoples lives, now and in the future.
• inspires pupils to become global citizens by
  exploring their own place in the world, their
  values and their responsibilities to other
  people, to the environment and to the
  sustainability of the planet.

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Things to think about 3. Your PUPILS and
your PLACE

• The distinctiveness of Geography (again)
• The need to be pupil-centred
• Distinct social, economic, environmental and
  political settings
• Available resources
• Plan for and recognise outstanding performance in
  geography

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Your geography
Your pupil
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Things to think about 4. OfSTED and SMT -
From good to outstanding

• All students make satisfactory progress most
  make good progress.
• Most know what they are doing and why.
• Students behave well - little time is lost to
  behavioural issues.
• The classroom is a friendly and safe place -
  relationships are good.
• The teacher knows his/her subject and strategies
  for teaching it well the teaching methods used
  are appropriate for the content.
• The teaching is well-matched to the learners'
  needs most are stretched by the teaching.
• The teacher encourages and praises frequently.
• Available resources (time, staff etc) are well
  used.
• Assessment is regular and supports progress -
  most pupils know what they need to do to improve.

http//archive.leadermagazine.co.uk/article.php?id
623
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Things to think about 4. OfSTED and SMT -
From good to outstanding

• All students are challenged and make good
  progress, especially those at the ends of the
  ability range and those who lack confidence some
  make exceptional progress
• Enthusiasm and enjoyment pervade the classroom.
• The teaching is exciting and interesting (for
  example, through use of stimulating resources or
  other adults in the lesson), it may be inspired.
  All the students are involved in the lesson and
  all contribute.
• Teaching methods are very well matched to the
  content and to the learners - some may be
  original or innovative
• The teacher checks progress throughout the
  lesson assessment is regular and helpful.
• Students evaluate their own and others' progress
  accurately and constructively.
• All students know how to improve as a result of
  regular and constructive feedback where
  appropriate this is linked to national criteria
  or examination requirements.
• The teacher develops students' basic and other
  cross-curricular skills
• Students have easy access to, and make use of,
  additional resources
• The classroom is a lively and interesting place

http//archive.leadermagazine.co.uk/article.php?id
623
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Things to think about 5.The Geography

• What are you teaching and why?
• Get it right
• Make it current
• Update it
• How are you teaching it?
• Challenge
• Pupil or teacher centred?
• Critical

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Which country spends the highest proportion of
its income on education Lesotho, Botswana or
Denmark?

• Which country has the highest fertility
• rate Israel, Saudi Arabia or
• Bangladesh?

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Which country has the highest child mortality
rate?
Sri Lanka or Turkey Poland or South
Korea Malaysia or Russia Pakistan or Vietnam Tha
iland or South Africa
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Which country spends the highest proportion of
its income on education Lesotho, Botswana or
Denmark? Answer Lesotho spent 13, Botswana
8.7, and Denmark 8.3

• Which country has the highest fertility rate
• Israel, Saudi Arabia or Bangladesh?
• Answer Saudi Arabia it has a rate of 3,
• Israels is 2.6 and Bangladeshs is 2.6

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Q5 Which country has the highest child mortality
rate?
Answers Sri Lanka or Turkey Poland or
South Korea Malaysia or Russia Pakistan or Viet
nam Thailand or South Africa
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The Wretched Dollar (up to 1 a day)
Territory size shows the proportion of all people
living on less than or equal to US1 in
purchasing power parity a day.
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Development Increase
Territory size shows the proportion of worldwide
human development that occurred there between
1975 and 2002 (calculated by multiplying human
development index by population).
http//www.worldmapper.org/display.php?selected17
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Development Decrease
Afghanistan the DRC, Iraq Somalia, Timor-Leste, Z
ambia, Zimbabwe.
Territory size shows the proportion of worldwide
human un-development that occurred there between
1975 and 2002 (calculated as the fall in Human
Development Index multiplied by population).
The HDI scores of 7 territories fell between 1975
and 2002
http//www.worldmapper.org/display.php?selected17
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Are we still talking about Kobe?
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Outstanding resources

• Current
• Web-based
• Varied, visual, audio and kinaesthetic
• ICT, graphs, data
• Inside and outside classroom
• Literature, film, imagery, newspapers
• Visitors
• Food and props

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Things to think about 6.The Geography
Curriculum

• KS3 is up to you!
• KS4 choose an exam board, best-fit!
• KS5 choose an exam board, best-fit!
• Uptake (results!) at KS4 and KS5 depends
• on pupil experience of KS3

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An outstanding curriculumorA curriculum that
inspires outstanding learning, ensures progress
and has the WOW factor

• Bespoke
• Pupil-centred
• Resourced, shared, ensures pupil parity
• Matches KS3 guidance/exam specification
• Plays to strengths
• Innovative technologies
• GIS
• Fieldwork
• Enquiry
• Use fieldwork and enquiry

Write a curriculum that suits YOU and your PUPILS
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At KS3, the Key Concepts are..
The Geography Curriculum

• Place
• Space
• Scale
• Interdependence
• Physical and Human Processes
• Environmental Interaction and
• Sustainable Development
• Cultural Understanding and Diversity

CURRICULUM DESIGN
WHAT are we trying to achieve? HOW do we
organise learning? HOW well are we achieving our
aims?
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DYNAMIC POPULATION AND THE PLANET Key concepts
Place, space, physical and human processes,
interdependence cultural understanding and
diversity
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3 Planning With Concepts A scheme of work on one
page
KEY QUESTION AIMS TO UNDERSTAND LEARNING ACTIVITIES SKILLS RESOURCES
What can we find out about population? Information sources can be used to begin investigating a topic and establish understanding and familiarity. Introductory lesson using the website six billion human beings to begin investigating the breadth of the topic. Present pupils with questions that they must find the answers to by searching the website. Design the questions to ensure they search the site. Interrogating a website Locating and selecting information Six billion human beings website (use Google search to find it) Question sheet
Where do people live? Global population distribution is uneven. Some parts are very crowded and some are not. There are physical and human reasons for the uneven distribution. Some areas are densely populated and some areas are sparsely populated. Visit worldmapper site and select and annotate maps to demonstrate population features Map selection and interpretation Identification and description of pattern Photos in various texts and internet World 2000 video Population or similar
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Support

• Join the Geographical Association
• Join the RGS (continue to!)
• Be a CGeog
• Go to the GA conference
• Use the APG opportunities (continue to!)
• Enable others by supporting CPD
• Write and update a departmental handbook

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SO..

• You have a shared vision and a clear
  understanding of the
• meaning and power geography.
• You understand your pupils and their geographical
  context.
• You have designed an innovative, bespoke
  curriculum that
• enables pupils to make great progress and
  involves GIS
• and fieldwork and visitors.
• Your lessons are hugely interesting WOW - and
  your
• resources are current and accurate

OUTSTANDING!
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SO WHAT?
The big question is
How do you know?
How do your SMT know?
How does OfSTED know?
How do your pupils (and parents) know?
PRACTICALITIES ASSESSMENT, MONITORING,
RECORD-KEEPING, EVIDENCE, MEETINGS CPD, SYSTEMS.
IDEAS TO CONSIDER