#gaconf14 new curriculum lecture
DESCRIPTION
Slides to support a lecture given at the 2014 Annual Conference of the Geographical Association. The key message is that the current curriculum reforms do not signal the death of school geography but a renewal and revival. Indeed, geography is a critical subject in the whole education of a child.TRANSCRIPT
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The new National Curriculum: it’s not the end of geography as we know it
David Rogers@davidErogers
davidrogers.org.uk
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The new National Curriculum: it’s (not) the end of geography as we know it hopefully…..
David Rogers@davidErogers
davidrogers.org.uk
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Thanks to: Rachel Jones
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A document is never going to be creative. Teachers are.
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What is the significance of the number 1,817?
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Delayed gratification
1,817 days (ish)
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Year 72013
Year 112018
Year 22008
Born2002
Financial crisis
Gordon Brown PM
Banks part-nationalised
My uni graduation
5 Years5 Years
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‘He told me very calmly that he had broken his leg. He looked pathetic, and my immediate thought came without any emotion, You’re f****d, matey. You’re dead… no two ways about it! I think he knew it too. I could see it in his face. It was all totally rational. I knew where we were, I took in everything around me instantly, and knew he was dead.’Simon Yates in Joe Simpson’s Touching the Void.
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Photo Credit used through Creative Commons
‘…there was a clear tendency amongst best teachers to see the power of the humdrum, the everyday.’Practice Perfect, Lemov, D; Woolway E; Yezzi, K p5-6
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‘Learning is hard. True, learning is fun, exhilarating and gratifying – but it is often daunting, exhausting and sometimes discouraging… To help chronically low-performing but intelligent students, educators and parents must first recognise that character is at least as important as intellect.’Angela Duckworth p61 in How Children succeed.
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Opportunities
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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. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Purpose of study
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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. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Purpose of study
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Levels are gone
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Can potential be measured?
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Loca
tions
& p
lace
sEn
viro
nmen
ts &
reso
urce
s
Proc
esse
s
Scale
s: loca
l, nati
onal, gl
obal
Contexts : S.E.E.P
Geography of UK
Comparing places
Human & physical characteristics
Interactions:People & EnvironmentChanges over time & spaceHow factors inter-relate
Environment & resource managementDecision m
aking
Evaluating & recom
mending
Explaining differences & sim
ilarities
Linking to sustainability
Map skills & GIS
Research & data collection
Graphicacy
Data analysis &
READEn
quiry &
Curiosit
yIn
depe
nden
ceCo
llabo
ratio
n
Lite
racy
Consider different views
Apply evidence
Justify & support views
Link knowledge together
Present a coherent argument
Fieldwork
Apply skills
Apply know
ledgeThanks to Patcham High’s Art department and @PrioryGeography
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enhancing competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material.
8 ‘Data’ should include both qualitative and quantitative data and data from both primary and secondary sources: fieldwork data; GIS material; written and digital sources; visual and graphical sources; and numerical and statistical information. Using data should include its collection, interpretation and analysis, including the application of appropriate quantitative and statistical techniques (a list of required skills and techniques is given in the Appendix); it also includes the effective presentation, communication and evaluation of material.
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What is the climate like on the African continent?
Starter challenges:
1. Approximately, how many times can you fit the UK into the African continent?
UK Land area: 83,698 sq miAfrican continent land area: 11.7 million sq mi
2. How many miles, north to south, is the African continent?
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139 times.
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What is weather and how does it affect people?Do now:
Using the shapes below, create a sketch map of the UK. You may have to rotate them and resize.
Mark on the location of: London, Cardiff, Edinburgh, Belfast
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Do now: Thunk: Discuss using partner voice.How do you know an island exists when you haven’t been there?
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How can you prove somewhere is different if you have never travelled to other places?
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What were the main events which made Eyjafjallajökull the unpronounceable a household name?
Imagine you were there
What would you see?
What would you hear?
How would people behave? What would you smell?
What would you taste? How do you feel?
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Location
Sights (most
important first)
Physical features
Human features
Sounds / smells
Feeling
Thanks to: Noel Jenkins
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Hearing
Sight
Touch
SmellTaste
Image copyright of Pshychogeographer
Write a detailed description of what you’d expect to see in this place.
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Is your curriculum full of JONK?
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Who are these
people?
Why are they
armed?Are Mexican
migrants armed and dangerous?
How do I know that they are
the US Border Patrol?
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Should we protect our
urban places?
Who would pay for this?
Who is behind this? Do the
represent London?
Is London that special?
Are there places close
to us that need
protecting?
Do existing National
Parks fairly represent Britain?
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Change is inevitable - except from a vending machine. ~Robert C. Gallagher
He tells us what we can’t teach……..
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Put geography at the centre of our schools
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‘Having to bloody change AGAIN’
‘Lack of resources (time + money)’
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“Your are not here merely to make a living. You are here to enable the world to live more amply, with greater vision, and with a finer spirit of hope and achievement. You are here to enrich the world, and you impoverish yourself if you forget this errand.” Woodrow Wilson.
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‘What gets you out of bed in the morning and in to school?’
@davidErogers
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