(pdf) ks3 geograhy non statutory guidance · geography in the northern ireland curriculum 5 section...
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GeographyKey Stage 3 Non Statutory Guidance
for Geography
A CCEA Publication © 2007
1 Section01 PurposeofthisGuidance
3 Section02 GeographyintheNorthernIrelandCurriculum
5 Section03 LinkstoKeyStage2andKeyStage45 3.1 KeyStage26 3.2 KeyStage4
7 Section04 UnderstandingtheStatutoryRequirements
forGeography7 4.1 TheLayoutoftheStatutoryRequirements8 4.2 Knowledge,UnderstandingandSkills11 4.3 CurriculumObjectivesandKeyElements14 4.4 LearningOutcomes17 4.5 ThinkingSkillsandPersonalCapabilities
21 Section05 ApproachestoLearningandTeaching21 5.1 KeyMessages22 5.2 AssessmentforLearning24 5.3 ConnectingtheLearning28 5.4 ActiveLearning
29 Section06 AuditingandPlanning29 6.1 ConductingaDepartmentalAudit30 6.2 Long,MediumandShortTermPlanning
33 Appendices:33 Appendix1 Cross-CurricularSkills37 Appendix2 ThinkingSkillsandPersonalCapabilities40 Appendix3 FocusingonKeyElements41 Appendix4 EducationforSustainableDevelopment
Contents
GuidanceforGeographyatKeyStage3
1
GuidanceforGeographyatKeyStage3
ThisguidanceispartofthesupportandimplementationpackagefortheRevisedNorthernIrelandCurriculum(hereafterreferredtoasNorthernIrelandCurriculum)alreadywithyourschoolthatincludes:
TheStatutoryCurriculumatKeyStage3:SupplementaryGuidance;andTheCurriculumSupportandImplementationBox.
Boththeseresourcesandadditionallearningandteachingmaterialsarealsoavailableatwww.nicurriculum.org.uk.
GeographyispartoftheminimumrequirementforeverypupilatKeyStage3.Thisguidanceseekstobuildongoodpracticeandtoprovideheadsofdepartmentwithinformationandpracticalapproachestohelpthemplanandroll-outtherequirementsforGeographyinamanageableway.TheguidanceexplainsandprovidesinterpretationofthestatutoryrequirementsforGeography.
Therearedepartmentalquestionsandactivitiesaftereachsectionwhichcanhelpyouandthemembersofyourdepartmenttoreflectonandevaluateyourcurrentpracticeandidentifyactionsfordepartmentalplanning.
ThequestionsandactivitiesfollowThe 4A’s Model for Planningasdocumentedinthebooklet,Planning for the Revised Curriculum at Key Stage 3,inyourschool’sCurriculumSupportandImplementationBox.WorkingthroughthisguidanceanditsaccompanyingactivitiesmeansthatyourdepartmentwillbewelloncourseforrollingouttheNorthernIrelandCurriculum.
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Section01PurposeofthisGuidance
01
3
GuidanceforGeographyatKeyStage3
TheNorthernIrelandCurriculumaimstoempowerpupilstoachievetheirpotentialandtomakeinformedandresponsiblechoicesanddecisionsthroughouttheirlives.Itisabouthelpingallpupilsprepareforlifeandwork:
asindividuals;ascontributorstosociety;ascontributorstotheeconomyandtheenvironment.
Geographyhasasignificantroletoplayinthis.Manypupilshaveakeeninterestintryingtounderstandmajorissuesthatdirectlyaffecttheirlivesandtheircommunities.Inadditiontheyhaveaconcernaboutwhatishappeninginotherpartsoftheworld.Pollution,migration,climatechange,globalpovertyandnaturalhazardsarecommonplacenewsitems.Theseissueshighlighthowchangeinonepartoftheworldinfluences,andisinfluencedby,whathappensinanotherpart.
Thisisanimportanttimeandopportunityinpupils’livestohelpthemexplore:
theirsenseofidentityandbelonging;theircuriosityabouttheworldaroundthem;andtheirvaluesystemabouthowweinteractwithourworldandwitheachother.
Geographyhelpsustoviewtheworldinwhichwelive,bothlocallyandglobally,inaholisticway,byexploringtheinterdependenciesofnatural,socialandeconomicsystems.Throughengagementwithissueswhichhaverelevancetopupils,teacherscanhelpthemseetheimportanceofgeographicalknowledgetotheirlivesnowandinthefuture.
MeetingCurriculumObjectivesGeographydevelops pupils as individualsby:
helpingthemexploretheirsenseofplaceandbelonging,inrelationtotheirownlocalityandthewiderworld;enablingthemtodevelopanappreciationforphysicalandhumandiversityandgainingsomeunderstandingoftheneedsandperspectivesofothers.
Geographydevelops pupils as contributors to society by:
helpingthemgainasenseofthemselvesassocialbeingsandexploringhowtheyrelatetooneanotherandtheirenvironments;makingthemawareofvaluesandlifestylesthataredifferentfromtheirownandhelpingthemmakereasonedjudgementsinrelationtoawiderangeofissues.
Geographydevelops pupils as contributors to the economy and environmentby:
helpingthemgainanawarenessofourplaceinachanginglocalandglobaleconomy;challengingthemtoexploretheconsequencesofourinteractionswiththeenvironment;makingthemawareoftheneedforchangetobesustainableandtheimportanceofthinkingglobally,actinglocally.
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Section02GeographyintheNorthernIrelandCurriculum
02
4
GuidanceforGeographyatKeyStage3
QuestionsforDepartments
InordertocontributetothecurriculumobjectivesduringKeyStage3,whatdowewantourpupilsinGeographyto:
know(knowledgeandunderstanding);
beabletodo(skills);
belike(attitudesanddispositions)?
Action
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5
GuidanceforGeographyatKeyStage3
3.1 KeyStage2GeographyisacontributoryelementtotheTheWorldAroundUsatKeyStage1and2,alongwithHistoryandScienceandTechnology.
TheWorldAroundUsisorganisedunderthefollowingfourinterrelatedstrands:
Interdependence;Place;MovementandEnergy;ChangeOverTime.
ThestatutoryrequirementsforTheWorldAroundUsatKeyStage2 aresetoutbelow.
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ThroughthecontributoryelementsofGeography,History,andScienceandTechnology,teachersshouldenablepupilstodevelopknowledge,understandingandskillsin:
Interdependence Pupilsshouldbeenabledtoexplore:
Howtheyandothersinteractintheworld;Howlivingthingsrelyoneachotherwithinthenaturalworld;Interdependenceofpeopleandtheenvironmentandhowthishasbeenacceleratedovertimebyadvancesintransportandcommunications;Theeffectofpeopleonthenaturalandbuiltenvironmentovertime.
PlacePupilsshouldbeenabledtoexplore:
Howplaceinfluencesthenatureoflife;Waysinwhichpeople,plantsandanimalsdependonthefeaturesandmaterialsinplacesandhowtheyadapttotheirenvironment;Featuresof,andvariationsinplaces,includingphysical,human,climatic,vegetationandanimallife;Ourplaceintheuniverse;Changeovertimeinplaces;Positiveandnegativeeffectsofnaturalandhumaneventsuponplaceovertime.
Movement and Energy Pupilsshouldbeenabledtoexplore:
Thecausesandeffectofenergy,forcesandmovement;Causesthateffectthemovementofpeopleandanimals;Howmovementcanbeacceleratedbyhumanandnaturaleventssuchaswars,earthquakes,famineorfloods;Positiveandnegativeconsequencesofmovementanditsimpactonpeople,placesandinterdependence.
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Section03LinkstoKeyStage2andKeyStage4
03
6
GuidanceforGeographyatKeyStage3
Change over Time Pupilsshouldbeenabledtoexplore:
Howchangeisafeatureofthehumanandnaturalworldandmayhaveconsequencesforourlivesandtheworldaroundus;Waysinwhichchangeoccursoverbothshortandlongperiodsoftimeinthehumanandnaturalworld;Theeffectsofpositiveandnegativechangesgloballyandhowwecontributetosomeofthesechanges.
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Infulfillingthestatutoryrequirements,teachersshouldprovideabalanceofexperiencesacrossGeography,HistoryandScienceandTechnologyandtoconnectthesewherepossible.
Inaddition,teachinginTheWorldAroundUsshouldprovideopportunitiesforchildrenastheymovethroughKeyStages1and2toprogress:
frommakingfirsthandobservationsandcollectingprimarydatatoexaminingandcollectingrealdataandsamplesfromtheworldaroundthem;fromidentifyingsimilaritiesanddifferencestoinvestigatingsimilaritiesanddifferences,patternsandchange;fromusingeverydaylanguagetoincreasinglypreciseuseofsubjectspecificvocabulary,notationandsymbols;fromdevelopingasenseofplaceusingmapstolocateplacestousingresourcessuchasatlases,mapsanddigitalsourcestoidentifyanddescribeplacesandenvironmentsinvestigated.
3.2 KeyStage4TheflexibleframeworkatKeyStage3allows:
teacherstoestablishfoundationsforKeyStage4studybyprovidingopportunitiesforpupilstodemonstratedeeperunderstanding;pupilstobecomemoreindependentlearnerswhowillbemoreadeptandexperiencedinmanagingtheirownlearning.
KeyStage3experiencesshouldprovidearobustbasisforlearningatKeyStage4.Theknowledge,understandingandskillsoutlinedintheminimumrequirementsforKeyStage3Geographyprovideaframeworkthatenablesteacherstotailorthebreadthanddepthofcoveragetomeettheneedsandinterestsoftheirpupils.
CCEAoffersarangeofqualifications,detailsofwhichareavailableontheCCEAwebsite.Atthetimeofwriting,GCSEspecificationsinallsubjectsarecurrentlybeingreviewed.
ForthosepupilswhoelectnottocontinuewithfurtherstudyofGeographytheirexperiencesduringthekeystageshouldhaveprovidedthemwiththegeographicalknowledge,understandingandskillsnecessarytohelpthemengagemeaningfullywithreal and relevant issuesintheirworld.
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GuidanceforGeographyatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
(Objective1)DevelopingpupilsasIndividuals
(Objective2)DevelopingpupilsasContributorstoSociety
(Objective3)DevelopingpupilsasContributorstotheEconomyandEnvironment
Throughengagementwitharangeofstimuliincludingpeers,poetry,prose,drama,non-fiction,mediaandmultimediawhichenhancecreativityandstimulatecuriosityandimagination,pupilsshouldhaveopportunitiestobecomecritical,creativeandeffectivecommunicatorsby:• expressingmeaning,feelingsandviewpoints;
• talking,toincludedebate,role-play,interviews,presentationsandgroupdiscussions;
• listeningactivelyandreportingback;
• readingandviewingforkeyideas,enjoyment,engagementandempathy;
• writingandpresentingindifferentmediaandfordifferentaudiencesandpurposes;
• participatinginarangeofdramaactivities;
• interpretingvisualstimuliincludingthemovingimage;
• developinganunderstandingofdifferentforms,genresandmethodsofcommunicationandanunderstandingofhowmeaningiscreated;
• developingtheirknowledgeofhowlanguageworksandtheiraccuracyinusingtheconventionsoflanguage,includingspelling,punctuationandgrammar;
• analysingcriticallytheirownandothertexts;
• usingarangeoftechniques,formsandmediatoconveyinformationcreativelyand
appropriately.
Pupilsshouldhaveopportunitiesto:
Engage,throughlanguage,withtheirpeersandwithfictionalandreal-lifecharactersandsituations,toexploretheirownemotionsanddevelopcreativepotential,forexample,discusswhattheywouldhavedoneorhowtheywouldhavefeltwhenfacedwithasituationinanovel;produceadigitalportfoliohighlightingtheirpersonalqualitiesetc.(KeyElement:PersonalUnderstanding)
Exploreandrespondtoothers’emotionsasencounteredinliterature,themedia,movingimageandpeerdiscussion,forexample,inrole-playempathisewithsomeonewhoseexperienceisdifferentfromtheirown.Developtheabilitytouselanguage(includingbodylanguage)effectivelyincommunicatingwithandrelatingtoothers,forexample,exploresituationsinwhichtone,choiceofwords,gesture,facialexpressioncanaltermeaning/impact.(KeyElement:MutualUnderstanding)
ExploreissuesrelatedtoPersonalHealth:Considertheeffectivenessoflanguageincurrenthealthcampaigns,forexample,exploretheuseofimageryandemotivelanguageinposters,leafletsandtelevisionetc.Createacampaigntopromoteahealthandsafetyissuesuchasdealingwithmisuseofsubstances.Improviseascenedemonstratingpeersupportorpeerpressureaboutahealthrelatedissue.(KeyElement:PersonalHealth)
ExploreissuesrelatedtoMoralCharacter:Demonstrateawillingnesstochallengestereotypical,biasedordistortedviewpointswithappropriatelysensitive,informedandbalancedresponses,forexample,discussmoralchoicesofreal-lifeandfictionalcharacters;takeresponsibilityforchoicesandactions.(KeyElement:MoralCharacter)
Exploretheuseoflanguageandimageryinconveyingandevokingavarietyofpowerfulfeelings,forexample,commentonafilm,novel,performanceorpoemwhichhasstimulatedapersonalinsight.(KeyElement:SpiritualAwareness)
Pupilsshouldhaveopportunitiesto:
Useliterature,drama,poetryorthemovingimagetoexploreothers’needsandrights,forexample,considertheneedsofafictionalcharacter;participateinaroleplayinvolvingconflictingrightsetc.(KeyElement:Citizenship)
Explorehowdifferentculturesandbeliefsarereflectedinarangeofcommunicationmethods,forexample,investigatelocaloraltraditionsanddialectsetc;compareandcontrasthowthecultureandlifestyleofdifferentcountriesarerepresentedinstories/poems/imagesetc.(KeyElement:CulturalUnderstanding)Explorethepowerofarangeofcommunicationtechniquestoinform,entertain,influenceandpersuade,forexample,compileandjustifyalistoftoptentelevisionadvertisements/websitesforpupils;createandlaunchaninnovativelifestylearticleorfeatureforpupilsetc.Considerhowmeaningsarechangedwhentextsareadaptedtodifferentmedia,forexample,compareandcontrastafilmandbookversionofthesamestoryetc.(KeyElement:MediaAwareness)
ExploreissuesrelatedtoEthicalAwareness:Investigateandevaluatecommunicationtechniquesusedtoexplorearelevantethicalissue,forexample,trackcoverageofthesameissueinarangeofmedia;designandproduceowncurrentaffairsprogramme/newssheetforayoungaudienceetc.(KeyElement:EthicalAwareness)
Pupilsshouldhaveopportunitiesto:
Investigatetheimportanceofcommunicationskillsinlife/worksituations,forexample,participateininterviewsandself-marketing;developanadvertisingcampaignforalocalcompanyorproduct;investigatejobsincompaniesinNorthernIrelandandelsewhereinwhichgoodcommunicationisessentialtobusinessetc.(KeyElement:Employability)
ExploreissuesrelatedtoEconomicAwareness:Exploretheimpactofeconomicsonthelivesofpeople,forexample,debatewhetheryoushouldbuyitemsproducedbychildlabour;considerreasonsandconsequencesoffinancialdifficultiesofacharacterinliterature.(KeyElement:EconomicAwareness)
Planandcreateaneffectivecommunicationcampaign,forexample,producepromotionalliteraturewitheco-friendlyguidelinesforavisittoanatural/culturalheritagesite;presentthecaseforpreservingalocalsite/building;participateinamodelyouthassembly/parliamentaboutaglobalissueetc.(KeyElement:EducationforSustainableDevelopment)
LearningOutcomes
ThelearningoutcomesrequirethedemonstrationofskillsandapplicationofknowledgeandunderstandingofEnglishandMediaEducation.
Pupilsshouldbeableto:
researchandmanageinformationeffectively,usingMathematicsandICTwhereappropriate;showdeeperunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,usingMathematicsandICTwhereappropriate;demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;workeffectivelywithothers;demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;communicateeffectivelyinoral,visualandwrittenformats(includingICTandthemovingimage)showingclearawarenessofaudienceandpurposeandattentiontoaccuracy.
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NB:Teachersmaydevelopactivitiesthatcombinemanyofthestatutoryrequirements,providedthat,acrosstheKeyStage,allofthestatutoryaspectshighlightedinBOLD(includingeachoftheKeyElements)aremet.
TheobjectivesaremadeupofKeyElements.Theseprovide
opportunitiesforsubjectstoconnectwithLearningforLifeandWorkandwithother
subjects.
TheKnowledgeUnderstandingand
SkillsinGeographytobedevelopedduring
KeyStage3
ObjectivesThecurriculumobjectives
providetherealandrelevantcontextsinwhichgeographicalknowledge,understandingand
skillsaredeveloped.Theobjectivesshouldbedevelopedthroughout
thekeystage.
LearningOutcomesThesestatetheskillsand
capabilitiespupilsshouldbeabletodemonstratethroughoutthekeystageinthecontextof
Geography.
4.1 TheLayoutoftheStatutoryRequirements
Thissectionincludesexplanationof:
TheLayoutoftheStatutoryRequirements;Knowledge,UnderstandingandSkills;CurriculumObjectivesandKeyElements;LearningOutcomes;ThinkingSkillsandPersonalCapabilities.
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Section04UnderstandingtheStatutoryRequirementsforGeography
04
ExemplarSeebackcoverforanA3versionof
theStatutoryRequirementsforGeographywithadditionalguidanceandexamples
8
GuidanceforGeographyatKeyStage3
4.2 Knowledge,UnderstandingandSkillsThefirstcolumnintheStatutoryRequirementsforGeographyisheaded“Developingpupils’Knowledge,UnderstandingandSkills.”
Everythinginthiscolumnisastatutoryrequirementforthekeystageasawhole;notforindividualyearswithinthekeystage.Itisintendedthatschoolsinterpretanddeveloptheserequirementsasappropriatetotheirowncontext.TherecursivenatureofGeographymeansthatthebulletpointsintheknowledge,understandingandskillscolumnarelikelybecoveredanumberoftimesineachacademicyearwithinthekeystage.
Thetablebelowseekstoexplain,illustrateandexpandonthebulletpointsunderKnowledge,UnderstandingandSkills.
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Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
developgeographicalskillstointerpretspatialpatterns...
atlasandmap-workskills
developenquiryandfieldworkskills...planning,collecting,recording,presenting,analysing,interpretinginformationanddrawingconclusionsrelatingtoarangeofprimaryandsecondarysources
developcriticalandcreativethinkingskillstosolvegeographicalproblemsandmakeinformeddecisions...
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Mapworkandatlasskillsshouldbedevelopedandpractisedincontextthroughoutthekeystage.
Geographylendsitselftoanenquiryapproach,boththroughfieldworkandtheexplorationofrelevantissues.Thisencouragesactiveparticipationwithpupilsfindingoutforthemselves,makingchoicesanddrawingconclusionsbasedonevidence.Thestartingpointsforenquirycanbekeyquestionsorhypotheseswhichthepupilscanidentifyanddevise.ThisapproachisgoodpreparationforcourseworkatGCSEandbeyond.Themainstagesofanenquiryarelistedherealthoughinitiallypupilswillneedfewerstagesandgreaterscaffolding.
ManyoftheissueswhichGeographyaddresseshavenosingleanswerorsolutionandarerichcontextsforpupilstodeveloptheirproblemsolvinganddecisionmakingskills.
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GuidanceforGeographyatKeyStage3
Developingpupils’Knowledge,UnderstandingandSkills
Supportingnotes
developasenseofplacethroughthestudyof...arangeoflocal,national,Europeanandglobalcontextscontrastingphysicalandhumanenvironmentsissuesoftopicalsignificance
...inordertoformanddevelopanunderstandingofphysicalprocessesoflandscapedevelopmenttheinterrelationshipsbetweenphysicalandhumanenvironmentsthedynamicnatureofphysicalandhumanenvironmentsthewaysinwhichplacesareinterdependenttheneedforsocial,economicandenvironmentalchangetobesustainable
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Pupilsshoulddeveloplocationalknowledgeandspatialawarenessthroughthecontextsoftheissuesandtopicstheystudy.Theyshouldhaveopportunitiestostudyarangeofdifferenthumanandphysicalenvironments(forexample,biomes,rural-urban,developed-developingworld,etc.)OneofthekeystrengthsofGeographyisthatitisbasedintherealworldandishappeninginrealtime.Thegeographythatisinthenews,bothlocallyandglobally,providesarealcontexttodevelopknowledge,understandingandskills.
ThesecanbeseenasorganisingprinciplesthatdefinewhatGeographyisabout.Itisimportantthatpupilsareawareofthesesothattheycanseewhytheyarestudyingrivers,ecosystemsorsettlementetc.Bydefiningthesubjectinthesebroaderterms(ratherthaninGeographicalThemes)pupilshaveabetteroverviewofwhatthesubjectisaboutandteachershavegreaterflexibilityinchoosingthethemes,topicsandissuestheywishtodevelop.Theseprincipleswillberevisitedinarangeofdifferentcontextsatarangeofscales.
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GuidanceforGeographyatKeyStage3
QuestionsforDepartmentsWhatisthecurrentbalancebetweenGeographicalknowledge,understandingandskillsintheDepartment’sprovision?
WhataretheimplicationsforfuturelearningandteachingatKeyStage3?
Action
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GuidanceforGeographyatKeyStage3
TheNorthernIrelandCurriculumshouldproviderelevantlearningopportunitiestohelpeachpupildevelopas:
Objective1
Anindividual
Objective2
Acontributortosociety
Objective3
Acontributortotheeconomyandtheenvironment
KeyElements
PersonalUnderstandingMutualUnderstanding
PersonalHealthMoralCharacter
SpiritualAwareness
KeyElements
CitizenshipCulturalUnderstanding
MediaAwarenessEthicalAwareness
KeyElements
EmployabilityEconomicAwareness
EducationforSustainableDevelopment
Forexample,developingpupilasindividuals(curriculumobjective1)willrequireafocusonthekeyelementsofPersonalUnderstanding,MutualUnderstanding,PersonalHealth,MoralCharacterandSpiritualAwareness.
Eachsubjectmustcontributetoallkeyelementsacrossthekeystage.Somesubjectswillhavemorenaturallyoccurringopportunitiestopromotecertainkeyelements.
ThekeyelementsthatGeographycontributestomorefullyare:
PersonalUnderstanding;Citizenship;CulturalUnderstanding;Employability;EducationforSustainableDevelopment.
Appendix3showshowcurrentGeographicalthemescanbereframedtofocusondevelopingkeyelements.
GeographywillhavealeadingroleinEducationalforSustainableDevelopment(ESD).Althougheveryothersubjectwilladdressaspectsofit,muchofwhatisalreadycoveredinGeographycanbelookedatthroughanESDlens.ThisgivesaddedrelevanceandsignificancetoexistingGeographycontent.PleaseseeAppendix4forfurtherdetail.
ThetableoverleafgivesexamplesofsomeofthequestionswhichmayhelptoexploreeachkeyelementthroughGeography.
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4.3 CurriculumObjectivesandtheKeyElementsThecurriculumobjectivesarebrokendownintokeyelements.ThekeyelementsareavehicleforensuringthatGeographydirectlyconnectstothecurriculumobjectives.ThekeyelementsalsoprovideameansforconnectinglearninginGeographytoothersubjectsandLearningforLifeandWork.UsingLearningforLifeandWorktomakeconnectionsisexploredinSection5.3ConnectingtheLearning.
Thetablebelowshowshoweachcurriculumobjectiveislinkedtospecifickeyelements.
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GuidanceforGeographyatKeyStage3
Dev
elop
ing
pupi
lsa
s…
.ind
ivid
uals
….c
ontr
ibut
ors
tos
ocie
ty…
.con
trib
utor
sto
the
econ
omy
and
envi
ronm
ent
Pers
onal
Und
erst
andi
ngW
here
do
Ifee
lIb
elon
gto
?W
hati
sdi
stin
ctiv
eab
outt
his
plac
e?H
oww
ould
Ilik
eto
cha
nge
this
pla
ce?
How
am
Ico
nnec
ted
too
ther
pla
ces?
Mut
ual U
nder
stan
ding
How
do
we
view
oth
erp
eopl
ean
dot
her
plac
es?
Wha
tmak
eso
ther
sdi
ffere
nt?
How
do
we
trea
toth
ers?
Wha
tifI
was
ins
omeo
nee
lse’
ssh
oes?
Pers
onal
Hea
lth
How
doe
sw
here
Iliv
eaf
fect
my
heal
tha
nd
wel
lbei
ng?
Wha
tifI
live
dso
mew
here
els
e?
Mor
al C
hara
cter
Wha
tdo
Irea
llyth
ink
abou
t….?
Wha
tmak
esm
eth
ink
this
?W
hati
sth
ebe
stth
ing
for
me
tod
oab
outi
t?
Spir
itual
Aw
aren
ess
Wha
t/w
here
inth
ew
orld
insp
ires
me?
Wha
t/w
here
inth
ew
orld
mak
esm
eth
ink
and
ask
ques
tions
?
Citiz
ensh
ipW
hati
sri
ghto
rw
rong
abo
utth
ew
orld
-lo
cally
,na
tiona
lly,g
loba
lly?
Why
do
peop
leh
ave
diffe
rent
opp
ortu
nitie
s?Is
itfa
ir?
How
can
we
help
?
Cult
ural
Und
erst
andi
ngW
hatw
ould
itb
elik
eto
live
ther
e?W
hyd
oth
eyd
oth
at?
Wha
twou
ldw
edo
if…
?
Med
ia A
war
enes
sW
hati
nfor
mat
ion
can
we
getf
rom
the
med
ia
abou
tan
even
t,pl
ace
oris
sue?
Wha
tsor
tofi
nfor
mat
ion
isit
…fa
ct,o
pini
on?
How
use
ful/
help
ful/
accu
rate
/rel
evan
t/ob
ject
ive
isth
ein
form
atio
n?Ar
eth
ehe
adlin
es/c
oncl
usio
nsb
ased
on
real
ev
iden
ce?
Wha
tis
the
mot
ivat
ion
ofth
ere
port
er/
phot
ogra
pher
/pro
duce
r?H
owc
ould
we
com
mun
icat
em
ore
effe
ctiv
ely?
Ethi
cal A
war
enes
sW
hom
akes
the
big
deci
sion
s?
Wha
tare
thei
rva
lues
,mot
ives
?W
hata
reth
eco
nseq
uenc
eso
fact
ion/
inac
tion?
How
cou
ldth
ings
be
fair
er?
Empl
oyab
ility
Wha
tski
llsd
ow
ede
velo
pin
Geo
grap
hy?
Wha
tdoe
sa
“geo
grap
her”
do?
Wha
toth
ers
kills
doe
sa
plan
ner/
reso
urce
-m
anag
er/t
ouri
sto
pera
tor
use
ina
typi
cald
ay?
Econ
omic
Aw
aren
ess
How
doe
sw
hath
appe
nso
nth
eot
her
side
oft
he
wor
lda
ffect
us?
Wha
tare
the
loca
land
glo
bale
mpl
oym
ent
tren
ds?
Wha
tdoe
sth
efu
ture
look
like
?
Educ
atio
n fo
r Su
stai
nabl
e D
evel
opm
ent.
Wha
tis
spec
iala
ndu
niqu
eab
outt
his
plac
e?W
hati
nfor
mat
ion
dow
ene
eda
bout
this
pla
ce?
Why
sho
uld
we
care
abo
utit
?W
hata
reth
eth
reat
s?H
owc
anw
ege
ta‘w
in-w
in’s
ituat
ion?
Dev
elop
ing
the
Key
Ele
men
tsth
roug
hG
eogr
aphy
13
GuidanceforGeographyatKeyStage3
QuestionsforDepartmentsWhatkeyelementsdowe
addresswell;needtofocusmoreon;notaddressatall?
Arethereanykeyelementsthatwecoulddevelopwithanotherdepartmenttopromoteconnectedlearning?
Howcouldweusethecurriculumobjectivesorkeyelementstomoveourdepartmentalplanningforward?
Whataretheimplicationsforourresources?
Action
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GuidanceforGeographyatKeyStage3
4.4 LearningOutcomesLearningOutcomesincorporatetheskillsandcapabilitiespupilsshouldbeabletodemonstratethroughoutKeyStage3ineachsubjectstrand.Thesearesimilaracrosseachsubjectstrandandpromotetheinfusionofthecross-curricularskills(Communication,UsingMathematicsandUsingICT)(pleaserefertoAppendix1forfurtherguidanceonthecross-curricularskills).ThelearningoutcomesalsopromotetheinfusionofThinkingSkillsandPersonalCapabilities(alsorefertoAppendix2forfurtherguidanceonThinkingSkillsandPersonalCapabilities).
Aswithallsubjects,itisstatutoryforteacherstoprovideopportunitiesforpupilstoacquireanddevelopthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiesinGeography.PupilsshouldalsobegivenopportunitiestodemonstratetheirskillsandapplicationofknowledgeandunderstandingofGeographytomeettheLearningOutcomes.
EvidenceforLearningOutcomesEvidenceoftheapplicationofskills,knowledgeandunderstandingforalearningoutcomecanbedemonstratedatanypointinthelearningprocess.Learningoutcomescanbebasedonprocessorproduct.Theymaybeevidencedbyteacher,pupilorpeerassessmentofarangeofpupils’workandperformance,includingworkgeneratedusingICT.Thenatureoffeedbackonlearningoutcomescanbequalitative,quantitative,verbalorwrittentosuitthepurposeoftheassessment.
UsingandRecordingEvidenceThenumberofoccasionswhenlearningoutcomesareinternallyrecorded,thesystemforinternalrecordingandtheusemadeofinternalrecordsisatthediscretionofdepartmentsinlinewithwholeschoolpolicy.Learningoutcomescanbedemonstratedthroughformalorinformalassessment,formativeand/orsummativeassessment.
Evidenceoflearningoutcomescanbe:
recordedinformally,thatis,primarilyforfeedbacktopupilsandforteacherreference;recordedformally,thatis,inlinewithdepartmentalandinternalwholeschoolassessmentpolicyrequirements;usedtoinformreporting,forexample,inrelationtoPupilProfilerequirements.
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SkillsandtheLearningOutcomesTherelationshipbetweenthecross-curricularskillsandtheThinkingSkillsandPersonalCapabilitiestothelearningoutcomesissetoutinthetablebelow.
LearningOutcomesCross-CurricularSkills/ThinkingSkillsandPersonalCapabilities
Demonstrateskillsinusingmaps(andGIS),fieldworkequipmentandmethodsofdatacollectioninundertakinggeographicalenquiry;
Geographicalskills
Researchandmanageinformationeffectivelytoinvestigategeographicalissues,includingUsingMathematicsandUsingICTwhereappropriate;
ManagingInformation
UsingMathematicsUsingICT
Showdeepergeographicalunderstandingbythinkingcriticallyandflexibly,solvingproblemsandmakinginformeddecisions,demonstratingUsingMathematicsandUsingICTwhereappropriate;
Thinking,Problem-Solving,Decision-Making
UsingMathematicsUsingICT
Demonstratecreativityandinitiativewhendevelopingideasandfollowingthemthrough;
BeingCreative
Workeffectivelywithothers; WorkingwithOthers
Demonstrateself-managementbyworkingsystematically,persistingwithtasks,evaluatingandimprovingownperformance;
Self-Management
Communicateeffectivelyinoral,visual,written,mathematicalandICTformats,showingclearawarenessofaudienceandpurpose.
CommunicationUsingmathematicsUsingICT
SeefurtherdetailsinAppendix3.
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QuestionsforDepartmentsHowcanweplanfortheselearningoutcomes?
Whichwillbethemostchallengingforourdepartment?
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4.5 ThinkingSkillsandPersonalCapabilitiesTheThinkingSkillsandPersonalCapabilitiesFrameworkconsistsoffiveoverlappingstrands:
ManagingInformation;Thinking,Problem-Solving,Decision-Making;BeingCreative;WorkingwithOthers;Self-Management.
Thesesetsorstrandsarebrokendownfurtherintospecificskillsinordertofacilitatelessonplanningandtoprovidecriteriaagainstwhichpupils’performancescanbeassessedandreported.Forexample,Thinking,Problem-Solving,Decision-Makingincludesexploringpatternsandrelationships(sequencing,classifying,linkingcauseandeffect,etc.),makingjudgements(examiningevidence,factandopinion,drawingconclusions,etc.),solvingproblems(generatingandtryingoutpossiblesolutions)andmakingdecisions(weighingupoptions).
Manyoftheskillsarenotnewandarealreadybeingdevelopedacrossarangeofsubjects.ThissingleframeworkaimstomakethedevelopmentoftheThinkingSkillsandPersonalCapabilitiesmorestructuredandexplicit,toencourageapplicationacrossarangeofcontextsandtoprovideacommonlanguagethatpupilsandteacherscanusetotalkabouttheirthinkingandlearning.
ThereareanumberofteachingstrategiesthatwillpromotethedevelopmentoftheThinkingSkillsandPersonalCapabilitiesgenerally,forexample;settingopenendedtasks,effectivequestioning,usingthinkingframesanddiagrams,talkingaboutthinkingandlearning,providingmeaningfulopportunitiesforcollaborativelearning,etc.ManyoftheseactivitiesalsosupporttheprinciplesofAssessmentforLearning.
Thebigshift,however,istofocusonopportunitiesinGeographywhereaspecificthinkingskillorpersonalcapabilitycanbeusedtodeepenpupils’understandingofaparticulargeographicalconceptorcontext.This,inturnprovidesanopportunityforthedevelopmentandpracticeofthethinkingskill/personalcapability.Thispromoteslessonswherethereistheparalleldevelopmentofsubjectknowledgeandunderstandingaswellasthedevelopmentofaparticularmodeofthinking.Thisapproachisreferredtoasinfusion;addingonethingtoanothertogiveitanewsignificance.
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ThinkingSkillsandPersonalCapabilitiestobedeveloped
PossibleContextforskillsdevelopment
Decision-Making;forexample,Whyisadecisionnecessary?Whataretheoptions?Whatarethelikelyconsequencesofeachoption(prosandcons)?Howimportantaretheconsequences?Whatisthebestoptionhavingweigheduptheconsequences?
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Localenvironmentalissue,forexample;Howcantrafficcongestioninourareabereduced?Whichsourceofenergyisbest?Whereshouldanewsupermarketbelocated?
Planningforinfusioninvolves,forexample;
(a) lookingacrossaseriesofunitsofworkinaparticularyeargroupandidentifyingthemostappropriatecontextstointroduceanddevelopspecificskills.Refertotheexampleinthetablebelow:
b) identifyingthespecificskillsandcapabilitieswhicharebestdevelopedthroughGeographyandthensettingupcontextstointroduceandpracticethem,suchas;comparingandcontrasting(differentplaces),sharingandcooperating(fieldwork),decisionmaking(environmentalissue).Refertotheexampleinthetablebelow:
Thisexplicitapproachtoinfusingskillsprovidesopportunitiestoobserve,record,feedbackandreportonpupils’strengthsandareasforfuturefocusintermsoftheirdevelopmentinThinkingSkillsandPersonalCapabilities.Italsoenablespupilstotransferparticularskillstoothercontexts.
ProgressioninThinkingSkillsandPersonalCapabilitiesisonlymadethroughpracticeandapplicationthrougharangeofcontextsandatincreasinglevelsofchallengeanddemand.
ContinuousProfessionalDevelopmentmaterialshavebeendevelopedtopromotetheinfusionofThinkingSkillsandPersonalCapabilitiesacrossthecurriculum.Thesematerialsareavailableatwww.nicurriculum.org.uk.
ContextAppropriateThinkingSkillsandPersonalCapabilitiestodeepenunderstandingofcontext
Investigatingthecausesandconsequencesofanaturalhazard
Managing Information;forexample,Whatquestionsdoweneedtoask?Whatinformationdoweneed(taskdefinition)?Wheredowegetit(informationseeking)?Whatarethemostrelevantandimportantpoints(engagingandextracting)?Howcanwebestpresentourfindings(organising)?Haveweansweredthemainquestions(evaluation)?
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QuestionsforDepartmentsHowcanGeographymeaningfullydevelopeachstrandoftheThinkingSkillsandPersonalCapabilitiesFramework?
WherearethekeyopportunitiesinGeographyforinfusion?
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5.1 KeyMessages
FlexibilityTeachersnowhavetheopportunitytousethemoreminimalstatutoryrequirementstodeviseschemesandunitsofworkinGeographythatfollowtheneedsandinterestsofthepupils.Thisdoesnotmeanthrowingoutschemesofworkthathavebeencarefullydevelopedovertheyears,butinsteadbuildingonthoseunitsthatbestengageandinformtheirpupilsandrevitalisingorreplacingthoseunitsthatarenotsosuccessful.
RelevanceTeachershavegreateropportunitiestolookforthemesorissuesthatarerealandrelevanttothelivesofpupilstodayinordertodirectlyaddressthecurriculumobjectives.Thelocalarea,themediaandthepupils’ownexperiencescanserveasstartingpointstodevelopGeographicalknowledge,understandingandskills.Opportunitiesshouldalsobetakentofocusonkeyenvironmentalandglobalissuesinwhichthepupilsexpressinterestandconcern.
IntegratedThegeographyrequirementsaresetouttoshowalternativestotheteachingofdiscretegeographicalthemes.Teachersmayconsiderdevelopingunitsofworkthatbringtogetherknowledgeandunderstandingfromdifferentthemestohelppupilsgainabetterunderstandingofhowtheworldaroundusworks.Thiscanbedonethroughamoreissue-basedenquiryapproach.Intermsofconnectinglearningacrossthecurriculum,thekeyelementshelpidentifynaturallinkstoothersubjects.
ValueBasedThekeyelementsprovideopportunitiesforpupilstodiscussarangeofattitudesandvaluesrelatingtomoral,ethical,spiritual,socialandculturaldimensionsofgeographicalissues.Pupilsareencouragedtoexpressanddiscusstheirownviewsaboutthemandvaluetheviewpointsofothers.
ActionOrientatedPupilscanbeencouragedtotakeaction,individuallyandcollectively,inrelationtosomeoftheissuestheyhaveexploredinGeography.Someopportunitiesaresignposted,forexample,drawingupacharterforasustainableclassroom,participatinginaneco-awardscheme,developingandpromotingaFairTradepolicy.ValuablelinkscanbemadeheretoCitizenshipActionProjects.Classescandemonstratesocialandenvironmentalresponsibilitythroughlinkswiththelocalcommunityandexternalorganisations,inrelationtolocalenvironmentalprojects,internationaldevelopmentissues,fundraisingcampaigns,etc.
FutureFocusedPupilsarechallengedtothinkaboutthetypeofworldtheywouldliketoshareinyearstocomeandhowbesttoachieveit.Theywillalsohaveopportunitiestoexplorehowtheskillsdevelopedthroughgeographymighthelptheminthefuture.
Section05ApproachestoLearningandTeaching
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CPDmaterialshavebeendevelopedtopromoteAssessmentforLearningacrossthecurriculum.
5.2 AssessmentforLearning‘AssessmentforLearning’isanapproachthatcansupporteffectivelearningandteaching.Thisapproachfocusesonthelearningprocess(ratherthantheendproduct)andattemptsnottoprovelearning,butratherimproveit.Itisformativeassessment.Itisawayforustotakestockoflearningduringtheprocessanditcanhelpinformusofhowthelearningisprogressing.
In‘AssessmentforLearning’;thereisahighemphasison transferable learning;assessmentbecomesamuchmoretransparentprocessbecauseitisbasedoncriticalinformationthatissharedwiththelearners;learnersareabletotakeresponsibilityfortheirownlearningandforaspectsofassessment.
‘AssessmentforLearning’isnotsomethingextraor‘boltedon.’Itintegrateswithexistingclassroompractice.AssessmentforLearninginvolvesthefollowingkeyactions:
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Sharinglearningintentions
Alearningintentionisadescriptionofwhatteacherswantpupilstoknow,understandorbeabletodobytheendofanactivity.Ittellspupilswhatthefocusforlearningisgoingtobe.Ithelpsbothteachersandpupilstofocusonthelearningratherthantheactivity,forexample:Identifywhatpupilswillbelearning(Wearelearningto…..)Explainthereasonforlearning(Wearelearningthisbecause…….)
Sharingandnegotiatingsuccesscriteria
Successcriteriaarestatementsthathelppupilsrecogniseiftheyhavebeensuccessfulintheirlearning.Pupilsmaybeinvolvedindecidingthese.Theysummarisetheprocessesorcharacteristicsneededforsuccessandtheyalwayslinkdirectlytothelearningintention.Theyessentiallyspelloutthestepsoringredientsrequiredtoachievethelearningintention,offeringspecificguidanceonhowtobesuccessful.
Givingfeedbacktopupils
Qualityfeedbackisessentialforeffectivelearningandteaching.Feedbackcanmotivatepupilsbybuildingself-esteemandreinforcingthepositive.Tobetrulyformativethefeedbackmustinformthenextstepsinthelearningprocess.Forexample,whenofferingwrittenfeedback:1.Findtwooccasionswheretheyhaveachievedsuccess(symbolscanbe
used);2.Identifyanaspectoftheirworkthattheycanimmediatelyimprove;3.Providethemwithapromptorstrategyonhowtoimprove;4.Givethemtimetomakethisimprovement.
Effectivequestioning Effectivequestioningisaboutaskingquestionsinawaythatelicitsmaximumfeedbackfrompupils,whichcanthenbeusedtoevaluate,planandextendlearning,forexample:
Askbetterquestions:ask‘open’questionsorreframequestionswherethereisnosinglecorrectanswerandpupilsarerewardedforexploringoptionsandsharingpossiblesolutions;Askquestionsbetter:providepupilswithtimetothink;byincreasingthewaittimeto3or5secondsbetweenposingthequestionandaskingfortheanswer,teacherscanmakeasignificantdifferencetothequestion’seffectiveness.
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Selfandpeerassessment
Pupilreflectionpromotesindependentlearning,communicationandsupportintheclassroom.Teacherscandeveloppupilreflectionintheclassroomthroughtheuseofpeerandself-assessmentandself-evaluation.
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QuestionsforDepartmentsWhatarethebenefitsforAssessmentforLearningactionsinourclassrooms?
WhichoftheAssessmentforLearningkeyactionsarepartofourexistingclassroompractice?
Whichdoweneedtogivemoreattentionto?
Howdowedothis?
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5.3 ConnectingtheLearningTheNorthernIrelandCurriculumisdesignedtoaccommodatelinksacrossthecurriculum.Manyexistingtopicshaveanumberofnaturallinksacrosssubjectswhichatthemomentareunderexploited.Theselinkshavethepotentialtomaketopicsmoremeaningfulandtomakelearningmoreinformedandpurposeful.Opportunitiestoconnectthelearningcanrangefromsmallandinformalopportunitiestoonesthatareformallyplannedandinvolvethewholeschool.Anyofthefollowingmaybeusedasdriversforconnectedlearningbetweentwoormoresubjects:
Skills/LearningOutcomes;KeyElements;Themes;Knowledge;Concepts;Learningexperiences;LearningforLifeWork;Othersuitableapproaches.
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QuestionsforDepartmentsWhichofthesecouldbestbeusedasastartingpointtomakemeaningfulconnectionswithothersubjects?
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(ExamplesofconnectinglearningacrosssubjectsareavailableintheThematicUnits)
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ConnectingtoLearningforLifeandWork(LLW)ThefourstrandswithintheLearningforLifeandWorkarea(PersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEducationforEmployability)contributedirectlytothethreecurriculumobjectives.
EachsubjectalsocontributestothecurriculumobjectivesandLearningforLifeandWork.WellplannedandorganisedworkwithinsubjectsmakeadistinctiveandnaturalcontributiontoLearningforLifeandWorkandhelptostrengthenandenrichitsprovisionasawhole.
RelevantkeyelementswithinsubjectscansupportlearningrelatedtoPersonalDevelopment,LocalandGlobalCitizenship,HomeEconomicsandEducationforEmployability.Teachershaveflexibilitytoenhancethebreadthanddepthoftheirsubject’scontributiontoLearningforLifeandWork.Subjectteacherscantherefore:
raiseawarenessaboutLearningforLifeandWorkconcepts;developmoredetailedunderstandingaboutLearningforLifeandWorkconceptswithintheirsubjectcontext;exploresomeLearningforLifeandWorkconceptsinsufficientdepthtoenableaLearningArea/subjectstrandtotakefullresponsibilityforaparticularstatementofrequirement.
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Geography LearningforLifeandWork
(Personalunderstanding)Developasenseofplaceandbelongingatalocallevel.
(LocalandGlobalCitizenship;DiversityandInclusion)Investigatefactorsincludingreligiousandpolitical,thatinfluenceindividualandgroupidentity.
(PersonalDevelopment;SelfAwareness)Exploreandexpressasenseofself.
(MutualUnderstanding)Challengestereotypesandperceptionsofdifferentplaces,peoplesandenvironments.Investigatetheimpactofdiversityonalocalsettlement.
(Citizenship)Investigatedifferencesinlifestyleswithinandbetweencountries.
(LocalandGlobalCitizenship;Diversityandinclusion)Investigatehowandwhyconflict,includingprejudice/stereotyping/sectarianism/racismmayariseinthecommunity.
Investigatewaysofmanagingconflictandpromotingcommunityrelations/reconciliation.
(LocalandGlobalCitizenship;HumanRightsandSocialResponsibility)Investigatewhyitisimportanttoupholdhumanrightsstandardsinmoderndemocraticsocieties,includingmeetingbasicneeds,protectingindividualsandgroupsofpeople.
(LocalandGlobalCitizenship;EqualityandSocialJustice)Investigatehowandwhysomepeoplemayexperienceinequality/socialexclusiononthebasisoftheirmaterialcircumstancesinlocalandglobalcontexts.
(Citizenship)Explorehowwecanplayaroleinhelpingtopromoteafairerworldforall.
(LocalandGlobalCitizenship;EqualityandSocialJustice)Exploretheworkofinter-governmental,governmentalandNGOswhichaimtopromoteequalityandsocialjustice.
(EconomicAwareness)Investigatetheimpactofglobalisationandhowithasproducedwinnersandlosers.
(Employability;WorkintheLocalandglobalEconomy)Describedifferenttypesofworkandinvestigatetherangeofemploymentinthelocalarea–includinganychangesinemploymenttrends–takingaccountoftheimplicationsforcareerplanning.Investigatetheimpactoftheglobalmarketonlifeandworklocally.
(EducationforSustainableDevelopment)Explorehowwecanexerciseenvironmentalstewardshipandhelppromoteabetterqualityoflifeforpresentandfuturegenerations,bothlocallyandglobally.
(LocalandGlobalCitizenship;DemocracyandActiveParticipation)Investigatevariouswaystoparticipateinschool/societyInvestigateanissuefromarangeofviewpointsandsuggestactionthatmightbetakentoimproveorresolvethesituation,inalocalorglobalcontext.
(Employability;WorkintheLocalandGlobalEconomy)Investigatehowenvironmentalconsiderationsareaffectingworkandworkpractices.
HowGeographycanmakeadirectcontributiontoLearningforLifeandWorkstrands
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QuestionsforDepartmentsWhichaspectsofourcurrentpracticepromoteconnectedlearning?
Whataretheissuesaroundthemanagementofconnectedlearning?
Howwillweknowthatpupilsarelearningtomakeconnections?
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5.4 ActiveLearningEngagingpupilsmoreintheirlearningandprovidingthemwithopportunitiestodemonstrateThinkingSkillsandPersonalCapabilitiesrequiresanapproachbeyondtraditionaldidacticmethods.
TheglossaryActive Learning and Teaching Methods for Key Stage 3isavailablefromwww.nicurriculum.org.ukandcontainsawiderangeofactiveandexperientialstrategiestopromotepupils’participationandcollaboration,engagementandenjoyment,thinkingandreflection.
However,notalllearningwillbeinvestigativeorenquirybased.Therewillcontinuetobeaneedtoconveyinformation,givefactsandfigures,explainconceptsandpresentformulas.Geographyinparticularprovidesarangeofrichcontextstousedifferentactivelearningstrategies.QuestionsforDepartments
Whatactivelearningstrategiesmightworkforus?
Howdoestheclimateinyourclassroomsupporttheuseofactivelearning?
Howcanyouobserve,evaluateandrefineyourteachingstrategies?
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ItisimportanttoevaluateexistingschemesofworkinrelationtothestatutoryrequirementsforGeography.DepartmentalplanningfortheNorthernIrelandCurriculumshouldbeinformedbyanevaluationprocessandmayresultinacompletelyfreshapproach.
6.1 ConductingaDepartmentalAuditWhenplanningtocarryoutadepartmentalaudit,refertothetrainingmaterials Planning for the Revised Curriculum at Key Stage 3.Usedinconjunctionwiththefollowingguidance,departmentscandecidehowtoevaluateexistingandplannedprovision.
Auditsareastartingpointforthelongtermplanningprocess.Thereareanumberofpossible‘ways-in’tocarryingoutanaudit.Someoftheseareoutlinedinthetablebelow.Furtherdetailsareavailableatwww.nicurriculum.org.uk.
Section06AuditingandPlanning
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StartingPointforAudit DescriptionofProcess
CurriculumObjectives Whatdoweteachandwhy?Lookathowthetopicscurrentlytaughtaddressthebroadcurriculumobjectives.Theobjectivesprovidearationaleforthetopic.Thekeyelementscanprovidethefootholdsintotheobjectives.
KeyElements Checkwhereunitsofworkcontainaspectsofthekeyelements,orcouldbere-focusedtosuit.Checkforcoverageacrossthekeystage.Removeexcessiveduplication,addmaterialtoaddressanyomissions.
ThinkingSkillsandPersonalCapabilities
StartingwithcurrentunitsofworkitispossibletoaudittheprovisionofThinkingSkillsandPersonalCapabilitiesusingthestatementsfromthe“From–ToProgressMap”.Aftercompletinganauditinthisway,gapsinprovisioncaneasilybedetectedanditwillthenbepossibletodevelopopportunitiestoensureoverallcoverageinayearandprogressionacrossthekeystage.
LearningExperiences Listthecategoriesoflearningexperiencefromthe‘BigPicture’documentinacolumn.Besideeach,matchtheunitsofworkinyourschemewhichfitwiththecategory.Assessthecoverage:isthereagoodmixtureandvarietyofexperienceplanned?
‘BlueSkies’ Beginwithaspirationsforacompletelynewschemeofwork,andworkupdetailssoastomatchplannedexperienceswithNorthernIrelandCurriculumrequirements.
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6.2 Long,MediumandShortTermPlanning
LongTermPlanningInproducinglongtermplansorschemesofworkyouneedtothinkabout:
howGeographylinkswiththewidercurriculumobjectives;coverageofknowledge,understandingandskills;howandwhentodevelopskillsandcapabilities;whatrangeofplaceswillbestudied;howGeographycanactivelylinkwithothercurricularareas.
MediumTermPlanningInplanningunitsofworkyouneedtothinkabout:
identifyingbigquestionstoengagepupilsandpromoteanenquirybasedapproach;theteachingandlearningactivitiesandstrategiestobestdeveloptheskills;whatopportunitiescouldbedevelopedtocontributetotheformalassessment;howtobuiltintimefortimeforreview,reflectionandremediation.
ShortTermPlanningInplanningalessonorseriesoflessonyouneedtothinkabout:
makingthelearningintentionsexplicittoclarifywhatyouwantthepupilstoknow,understandand/orbeabletodo;agreeingandnegotiatingwiththepupilswhatsuccessinthistask,activitywilllooklike;usingalaunchactivitytoengagethepupilsanddeveloptheirsenseofenquiry;usingarangeofactivities/challenges;supportingandpromptingpupilperformance;planningandusingplenariestoreflectonthinkingandlearning,makeconnectionstootherlearningsituationsandsetupnextlesson(s).
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QuestionsforDepartmentsTryfiguringoutwhysomelessonswork,whileothersdon’tsucceedaswewouldlike.Foranyschemeorunitofworkask;
Howwelldidthepupilsrespondtotheselessons/thistopic?didtheyenjoyit?didtheyseetherelevance?weretheymotivatedtolearn?
Howwelldidtheyachieve?whatevidenceofachievementwasthere?wasthereevidenceofdeeperunderstanding?howdidIcollectit,respondtoit?
WhatcouldIdobetternexttimeinrelationtothecontent?thelearningmaterials?thelearningactivities?
Whendidyoulastexperiencea“buzz”intheclassroom?Whatplace/theme/issuewerethepupilslearningabout?Whatwasthebigenquiry/keyquestion?Whatactivityweretheydoing?Whatwasthepurposeoftheirlearning?Whyhadyouchosentheseparticularresourcestouseinthissessionwiththoselearners?
Whatroleshouldtextbookshaveinyourlessons?Howcantheyenhancelearningandteachinginyoursubject?Thinkaboutalessonyouhavetaughtrecentlyusingthetextbook.Howmightyouhaveuseditinadifferentway?Howmightthelessonhavebeenmoreeffective?
Thesequestionsinrelationtolongterm,mediumtermandshorttermplanningarefromaCPDunitonCurriculumMakingontheGeographyTeachingTodaywebsite:http://www.geographyteachingtoday.org.uk/ks1-3-courses/course/curriculum-making-cpd-unit/
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CommunicationAcrosstheCurriculumCommunicationiscentraltothewholecurriculum.Pupilsshouldbeabletocommunicateinordertoexpressthemselvessocially,emotionallyandphysically,todevelopasindividuals,engagewithothersandcontributeasmembersofsociety.Pupilsshouldbegivenopportunitiestoengagewithanddemonstratetheskillofcommunicationandtotransfertheirknowledgeaboutcommunicationconceptsandskillstoreal-lifemeaningfulcontextsacrossthecurriculum.
Themodesofcommunicationincludetalkingandlistening,readingandwriting.However,effectivecommunicationalsoincludesnon-verbalmodesofcommunication,widerliteracyandtheuseofmultimediaandICTtechnologieswhichmaycombinedifferentmodes.Pupilsarethereforeencouragedtobecomeeffectivecommunicatorsbyusingarangeoftechniques,formsandmediatoconveyinformationandideascreativelyandappropriately.
TherequirementsforCommunicationaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledtodevelopskillsin:
TalkingandListeningPupilsshouldbeenabledto:
listentoandtakepartindiscussions,explanations,role-playsandpresentations;contributecomments,askquestionsandrespondtoothers’pointsofview;communicateinformation,ideas,opinions,feelingsandimaginings,usinganexpandingvocabulary;structuretheirtalkandspeakclearlysothatideascanbeunderstoodbyothers;adaptwaysofspeakingtoaudienceandsituation;usenon-verbalmethodstoexpressideasandengagewiththelistener;
ReadingPupilsshouldbeenabledto:
readarangeoftexts*forinformation,ideasandenjoyment;usearangeofstrategiestoreadwithincreasingindependence;find,selectanduseinformationfromarangeofsources;understandandexploreideas,eventsandfeaturesintexts*;useevidencefromtexts*toexplainopinions;
*Textsrefertoideasthatareorganisedtocommunicateandpresentamessageinwritten,spoken,visualandsymbolicforms.
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Appendix1Cross-CurricularSkills
Appendices
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WritingPupilsshouldbeenabledto:
talkabout,planandeditwork;communicateinformation,meaning,feelings,imaginingsandideasinaclearandorganisedway;develop,expressandpresentideasinavarietyofformsandformats,usingtraditionalanddigitalresources,fordifferentaudiencesandpurposes;writewithincreasingaccuracyandproficiency.
UsingMathematicsAcrosstheCurriculumUsingMathematicsistheskillofapplyingmathematicalconcepts,processesandunderstandingappropriatelyinavarietyofcontexts.Ideallytheseshouldbeinrelevantreallifesituationsthatrequireamathematicaldimension.
Pupilsarelikelytoacquireandconsolidatetheirmathematicalknowledge,conceptsandskillswithintheAreaofLearningforMathematicsandNumeracy.However,theyshouldbegivenopportunitiestotransfertheirunderstanding,asappropriate,toothercontextsacrossthecurriculum.Pupilscandemonstratetheirmathematicalknowledge,understandingandskillsinavarietyofwaystocommunicate,manageinformation,thinkcritically,solveproblemsandmakedecisions.
TherequirementsforUsingMathematicsaresetoutbelow.
Acrossthecurriculum,atalevelappropriatetotheirability,pupilsshouldbeenabledto:
choosetheappropriatematerials,equipmentandmathematicstouseinaparticularsituation;usemathematicalknowledgeandconceptsaccurately;worksystematicallyandchecktheirwork;usemathematicstosolveproblemsandmakedecisions;developmethodsandstrategies,includingmentalmathematics;exploreideas,makeandtestpredictionsandthinkcreatively;identifyandcollectinformation;read,interpret,organiseandpresentinformationinmathematicalformats;usemathematicalunderstandingandlanguagetoaskandanswerquestions,talkaboutanddiscussideasandexplainwayofworking;developfinancialcapability;useICTtosolveproblemsand/orpresenttheirwork.
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UsingInformationandCommunicationsTechnologyAcrosstheCurriculumUsingInformationandCommunicationsTechnology(ICT)providespowerfultoolsandcontextstosupportmeaningfullearningandhasthepotentialtotransformandenrichpupils’learningexperiencesandenvironmentsacrossthecurriculum.ThecreativeuseofICTcanempowerlearnerstobecomeindependent,self-motivatedandflexible,helpinginturntodevelopself-esteemandpositiveattitudestolearning,withwhichtorealisetheirfullpotential.Italsoprovidesopportunitiestocollaboratewithinandbeyondtheclassroomtoposequestions,takerisksandrespondpositivelyto‘whatif’questions.
Tohelpdevelopskillsinresearching,handlingandcommunicatinginformationpupilsshouldhaveopportunities,usingICT,toengageingenuineresearchandpurposefultaskssetinmeaningfulcontexts.Theyshouldbeencouragedtore-workinformation,presentandexchangetheirideasandtranslatetheirthinkingintocreativeproductsandproductionswhichshowanawarenessofaudienceandpurpose.
TherequirementsforUsingICTaresetoutbelow.
ExplorePupilsshouldbeenabledto:
accessandmanagedataandinformation;research,select,processandinterpretinformation;investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools;understandhowtokeepsafeanddisplayacceptableonlinebehaviour.
ExpressPupilsshouldbeenabledto:
create,develop,presentandpublishideasandinformationusingarangeofdigitalmedia;createinformationandmultimediaproductsusingarangeofassets.
ExchangePupilsshouldbeenabledto:
communicateusingarangeofcontemporarymethodsandtools;share,collaborate,exchangeanddevelopideasdigitally.
EvaluatePupilsshouldbeenabledto:
talkabout,reviewandmakeimprovementstowork,reflectingontheprocessandoutcome;considerthesourcesandresourcesused;
ExhibitPupilsshouldbeenabledto:
manageandpresenttheirstoredwork;showcasetheirlearningacrossthecurriculum.
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Purp
ose
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
acq
uire
,de
velo
pan
dde
mon
stra
teth
ecr
oss-
curr
icul
ar
skill
ofC
omm
unic
atio
n
Top
rovi
deo
ppor
tuni
ties
for
pupi
ls
toa
cqui
re,d
evel
opa
ndd
emon
stra
te
the
cros
s-cu
rric
ular
ski
llof
Usi
ng
Mat
hem
atic
s
Top
rovi
deo
ppor
tuni
ties
for
pupi
lsto
ac
quir
e,d
evel
opa
ndd
emon
stra
teth
ecr
oss-
curr
icul
ars
kill
ofU
sing
ICT
Exam
ples
of
proc
esse
sD
iscu
ssio
n,p
rese
ntat
ion,
dem
onst
ratio
n,
aski
ngq
uest
ions
,rea
ding
text
for
info
rmat
ion,
us
ing
evid
ence
from
text
toe
xpla
ino
pini
on,
com
mun
icat
ein
form
atio
nin
ac
lear
and
or
gani
sed
way
,pre
sent
idea
sin
av
arie
tyo
ffo
rmat
sfo
rdi
ffere
nta
udie
nces
and
pur
pose
s,
etc.
Use
mat
hem
atic
alk
now
ledg
ean
dco
ncep
ts,u
sem
athe
mat
ics
tos
olve
pr
oble
ms
and
mak
ede
cisi
ons,
m
enta
lmat
hem
atic
s,m
ake
and
test
pre
dict
ions
,dat
aha
ndlin
g,
usin
gst
atis
tics,
dev
elop
ing
finan
cial
ca
pabi
lity,
etc.
Expl
ore
info
rmat
ion
usin
gel
ectr
onic
to
ols,
cre
ate,
dev
elop
,pre
sent
and
pu
blis
hid
eas
usin
ga
rang
eof
dig
ital
med
ia,c
omm
unic
ate
elec
tron
ical
ly,e
tc.
Exam
ples
of
cont
exts
in
Geo
grap
hy
Inte
rpre
tand
tran
sfor
min
form
atio
nfr
oma
w
ide
rang
eof
sou
rces
,for
exa
mpl
e,m
aps,
di
agra
ms,
imag
esin
toa
wri
tten
/ora
lacc
ount
fo
rdi
ffere
nta
udie
nces
Dra
wa
nda
nnot
ate
map
san
ddi
agra
ms
to
conv
eyin
form
atio
nan
dm
eani
ngG
ive
ana
ccou
nto
fan
issu
efr
oma
diff
eren
tpo
into
fvie
w,f
ore
xam
ple,
wri
tea
new
spap
er
repo
rtfr
omth
epe
rspe
ctiv
eof
ac
offe
epr
oduc
er,e
arth
quak
esu
rviv
or,p
rope
rty
deve
lope
rAn
alys
ete
xtfr
omd
iffer
entm
edia
.Ide
ntify
fa
cta
ndo
pini
ona
ndp
ose
ques
tions
abo
ut
relia
bilit
yan
dre
leva
nce
ofin
form
atio
nM
ake
apr
esen
tatio
nab
outa
Geo
grap
hica
lis
sue
orto
pic,
usi
ngp
reci
seG
eogr
aphi
cal
term
sto
con
vey
unde
rsta
ndin
gD
ebat
ea
rele
vant
Geo
grap
hica
liss
ue,
mak
ing
and
sust
aini
nga
nar
gum
ent
Com
mun
icat
evi
sual
lya
bout
as
igni
fican
tpl
ace,
eve
nto
ris
sue,
for
exam
ple,
usi
nga
po
ster
-pre
sent
atio
n,fl
yer,
new
spap
erre
port
• • • • • • •
Des
ign
and
use
data
col
lect
ion
shee
ts/q
uest
ionn
aire
sfo
rpr
imar
yda
tac
olle
ctio
nU
seg
rid
refe
renc
es,s
cale
and
oth
er
evid
ence
tofo
llow
dir
ectio
nso
na
map
Id
entif
yan
dta
lka
bout
Geo
grap
hica
ltr
ends
from
as
eto
fdat
aAn
alys
e,in
terp
reta
ndd
raw
co
nclu
sion
sfr
oma
ran
geo
fdat
aso
urce
s,fo
rex
ampl
ecl
imat
egr
aphs
,tim
e-ta
bles
,car
bon
foot
prin
ts,
field
wor
ksu
rvey
sM
ake
and
just
ifyp
redi
ctio
ns
usin
gda
tas
ourc
es,f
ore
xam
ple,
po
pula
tion
pyra
mid
s,
Inte
rpre
t/cr
eate
map
san
ddi
agra
ms
whi
chs
how
dis
trib
utio
ns,d
ensi
ties
and
flow
s,fo
rex
ampl
e,c
horo
plet
hm
aps,
Use
spr
eads
heet
san
dda
tab
ases
to
orga
nise
and
pre
sent
Geo
grap
hica
lin
form
atio
n
• • • • • • •
Acce
ssin
form
atio
nfr
oma
wid
ean
dva
ried
ran
geo
fsec
onda
rys
ourc
es
incl
udin
gth
ein
tern
et
Refi
nea
ndp
rese
ntd
ata
ina
ppro
pria
te
form
s,fo
rex
ampl
e,ta
bles
,gra
phs,
m
aps
Use
GIS
,for
exa
mpl
e,In
fom
appe
rto
fin
dou
tabo
utp
lace
sIn
tera
ctw
ithG
IS,f
ore
xam
ple,
In
fom
appe
rto
add
laye
rsa
ndp
rovi
de
new
info
rmat
ion
abou
tas
igni
fican
tpl
ace
Use
edi
ting
soft
war
eto
pre
sent
id
eas
and
info
rmat
ion
crea
tivel
y,fo
rex
ampl
e,a
dda
sou
ndtr
ack
toim
ages
to
enh
ance
sen
seo
fpla
ce,m
ake
avi
deo/
anim
atio
nab
outa
loca
liss
ueCr
eate
ap
rese
ntat
ion,
bri
ngin
gto
geth
era
ran
geo
fass
ets
for
exam
ple,
pro
duce
atr
avel
bro
chur
e,
new
s-bu
lletin
,or
slid
esh
owto
info
rm
abou
tlife
ina
noth
erc
ount
ry
• • • • • •
Link
sbe
twee
nCr
oss-
Curr
icul
arS
kills
and
Geo
grap
hy
37
GuidanceforGeographyatKeyStage3
Thinkingskillsaretoolsthathelppupilstogobeyondtheacquisitionofknowledgeinordertosearchformeaning,applyideas,analysepatternsandrelationships,createanddesignsomethingnewandmonitorandevaluatetheirprogress.
Personalandinterpersonalskillsandcapabilitiesunderpinsuccessinallaspectsoflife.Itisimportant,therefore,thatpupil’sself-esteemandself-confidenceareexplicitlyfosteredalongwiththeabilitytounderstandandmanagetheirownemotionsandtointeracteffectivelywithothers.
TeachersshouldhelppupilstodevelopThinkingSkillsandPersonalCapabilitiesbyfocusingonthefollowingareas.
Appendix2ThinkingSkillsandPersonalCapabilities
38
GuidanceforGeographyatKeyStage3
Thin
king
ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Purp
ose
Tod
evel
ople
arne
rs’
abili
ties
ina
nin
form
atio
nin
tens
ive
envi
ronm
ent
Toe
ngag
epu
pils
ina
ctiv
ele
arni
ngs
oth
atth
eyc
an
gob
eyon
dm
ere
reca
llof
fa
ctua
linf
orm
atio
nan
dth
ero
utin
eap
plic
atio
nof
pr
oced
ures
Toe
ncou
rage
per
sona
lre
spon
seo
fthe
lear
ner
byp
rom
otin
gdi
spos
ition
sfo
rcu
rios
ity,e
xplo
ratio
n,
expe
rim
enta
tion
and
inve
ntio
n
Toe
nabl
ele
arne
rsto
en
gage
inc
olla
bora
tive
activ
ities
and
tom
ake
the
mos
toft
heir
lear
ning
w
hen
wor
king
with
oth
ers
Toh
elp
lear
ners
to
beco
me
mor
ese
lf-di
rect
eds
oth
atth
eyc
an
man
age
thei
rle
arni
ng
inn
ews
ituat
ions
and
in
the
long
erte
rm
Exam
ples
ofp
roce
sses
in
whi
chp
upils
are
invo
lved
Aski
ng,a
cces
sing
,se
lect
ing,
reco
rdin
g,
inte
grat
ing,
co
mm
unic
atin
g
Sear
chin
gfo
rm
eani
ng,
deep
enin
gun
ders
tand
ing,
co
ping
with
cha
lleng
es
Imag
inin
g,g
ener
atin
g,
inve
ntin
g,ta
king
ris
ksfo
rle
arni
ng
Bei
ngc
olla
bora
tive,
be
ing
sens
itive
too
ther
s’
feel
ings
,bei
ngfa
ira
nd
resp
onsi
ble
Eval
uatin
gst
reng
ths
and
wea
knes
ses,
se
ttin
ggo
als
and
targ
ets,
man
agin
gan
dre
gula
ting
self
Exam
ples
ofc
onte
xts
in
Geo
grap
hyG
ener
ate
ara
nge
of
focu
sed
Geo
grap
hica
lqu
estio
nsa
bout
ato
pic
oris
sue,
for
exam
ple,
w
here
?W
hyth
ere?
Use
ow
nan
dot
hers
idea
sto
iden
tify
and
acce
ss
Geo
grap
hica
linf
orm
atio
n
Eval
uate
info
rmat
ion,
ta
king
into
acc
ount
how
us
eful
,rel
iabl
e,a
ccur
ate
and
curr
enti
tis
Com
pare
and
con
tras
tin
form
atio
nfr
omd
iffer
ent
sour
ces
Sele
cta
ndc
ombi
ne
info
rmat
ion
from
ar
ange
of
sou
rces
rele
vant
toa
pa
rtic
ular
topi
c,in
clud
ing
map
s,d
iagr
ams
and
phot
ogra
phs
Des
crib
ean
dgi
ve
reas
ons
for
spat
ial
patt
erns
and
re
latio
nshi
ps,f
or
exam
ple,
pop
ulat
ion
dist
ribu
tion
Iden
tify
and
expl
ain
sign
ifica
nts
imila
ritie
san
ddi
ffere
nces
,for
ex
ampl
e,b
etw
een
citie
s,
sect
ions
ofa
riv
er,r
ock-
ty
pes,
etc
.
Ord
era
nds
eque
nce
info
rmat
ion
usin
gtim
e-lin
es,c
hain
of
even
ts,c
ycle
s,e
tc.t
oex
plai
npr
oces
ses,
for
exam
ple,
wea
ther
ing,
er
osio
n,d
evel
opm
ento
fa
sett
lem
ent
Dem
onst
rate
cur
iosi
tyb
yas
king
que
stio
nsa
bout
pa
tter
ns,p
roce
sses
and
pl
aces
,for
exa
mpl
e,w
hat
if?C
ould
?Sh
ould
?
Gen
erat
ea
wid
era
nge
ofid
eas
by,f
ore
xam
ple,
br
ains
torm
ing,
pai
ring
an
dsh
arin
g,m
ind-
map
ping
,etc
.
Dec
ide
wha
tide
asto
w
ork
on.
Sele
ctth
ebe
st
ones
or
com
bine
oth
ers
tom
ake
bett
erid
eas
Thin
kth
roug
hdi
ffere
nt
way
sto
sol
vea
pro
blem
,fo
rex
ampl
e,lo
okin
gat
it
from
oth
era
ngle
san
dvi
ewpo
ints
List
ena
ctiv
ely
and
shar
eop
inio
nsw
hen
wor
king
in
sm
allg
roup
sor
as
aw
hole
cla
ss
Take
resp
onsi
bilit
yfo
rw
ork
agre
edw
ithin
the
grou
p,fo
rex
ampl
e,w
hen
plan
ning
and
und
erta
king
fie
ldw
ork
Agre
ean
dta
keo
na
rang
eof
diff
eren
trol
es
ina
gro
up,f
ore
xam
ple,
fa
cilit
ator
/res
ourc
e-
man
ager
/rep
orte
r/
chai
rper
son
Take
the
lead
in
dem
onst
ratin
gle
arni
ngto
ot
hers
,for
exa
mpl
e,p
eer
teac
hing
,men
tori
ng
Plan
and
set
goa
lsfo
ra
task
,for
exa
mpl
e,
follo
win
gth
est
eps
ofa
G
eogr
aphi
cale
nqui
ry
Seek
out
and
act
on
guid
ance
inre
latio
nto
task
s,fo
rex
ampl
e,
usin
ga
thin
king
fram
eto
hel
por
gani
zea
nd
stru
ctur
eid
eas
Show
inde
pend
ence
by
mak
ing
and
orga
nisi
ng
note
san
dke
epin
gw
ork
upto
dat
e
Mai
ntai
nan
dus
ea
rang
eof
hel
pful
st
rate
gies
to
supp
ortl
earn
ing,
for
exam
ple,
glo
ssar
yof
ge
ogra
phic
alte
rms,
le
arni
ngd
iary
,lis
tofk
ey
ques
tions
Thin
king
Ski
llsa
ndP
erso
nalC
apab
ilitie
sin
Geo
grap
hy
39
GuidanceforGeographyatKeyStage3
Thin
king
ski
llsa
nd
Pers
onal
Cap
abili
ties
stra
nds
Man
agin
gIn
form
atio
nTh
inki
ng,P
robl
em-
Solv
ing
and
Dec
isio
n-M
akin
g
Bei
ngC
reat
ive
Wor
king
with
Oth
ers
Self
-Man
agem
ent
Exam
ples
ofc
onte
xts
in
Geo
grap
hySe
lect
the
best
st
rate
gies
for
pres
entin
gin
form
atio
nfo
ra
part
icul
arp
urpo
sea
nd
audi
ence
,for
exa
mpl
e,a
fa
ct-fi
le,p
hoto
-gal
lery
,an
nota
ted
sket
chm
ap
Mak
ean
dju
stify
pr
edic
tions
abo
utc
hang
eus
ing
evid
ence
toa
sses
slik
elih
ood
(like
ly,u
nlik
ely,
unce
rtai
n,e
tc.),
for
exam
ple,
w
eath
erfo
reca
stin
g
Dra
wc
oncl
usio
nsth
ata
re
supp
orte
dby
evi
denc
e,
for
exam
ple,
com
pilin
ga
case
stu
dyo
fan
atur
al
disa
ster
Appr
ecia
tea
nis
sue
from
sev
eral
poi
nts
of
view
,and
exp
lain
why
su
chv
iew
sar
ehe
ld,f
or
exam
ple,
impa
cto
fan
ew
deve
lopm
ent
Mak
ede
cisi
ons
abou
ta
Geo
grap
hica
liss
ue,
for
exam
ple,
ene
rgy
choi
ces.
Iden
tify
ara
nge
ofo
ptio
nsa
ndw
eigh
up
the
pros
and
con
sof
eac
h.T
hink
thro
ugh
the
cons
eque
nces
ofa
de
cisi
onfo
rno
w,t
he
futu
rea
ndfo
rdi
ffere
nt
inte
rest
edp
artie
s
Use
av
arie
tyo
fcre
ativ
epr
oces
ses
and
outc
omes
,fo
rex
ampl
e,ro
le-p
lay,
cart
oons
,ani
mat
ion
toe
xplo
rec
ontr
over
sial
is
sues
Eval
uate
wor
kth
roug
hout
.Red
raft
unt
ilsa
tisfie
d
Giv
ean
dre
spon
dpo
sitiv
ely
tofe
edba
ck
from
oth
ers,
for
exam
ple,
w
hen
eval
uatin
gea
ch
othe
r’sw
ork/
idea
s
Acto
nfe
edba
ckfr
om
teac
her
and
peer
s
Talk
abo
utth
ety
pes
of
thin
king
and
lear
ning
en
gage
din
and
how
th
ese
wou
ldb
ehe
lpfu
lin
oth
erG
eogr
aphi
cal
cont
exts
and
act
iviti
es
40
GuidanceforGeographyatKeyStage3
CurrentTheme ShiftingtheFocustoDevelopKeyElements
Settlement(site,shape,function,changeetc.)
Settlementchange
Patternsandchangesindevelopedanddevelopingworldsettlements.
Why here? (e.g. year 8)Changing emphasis; Personal Understanding.Exploring sense of place and belonging to local settlement. Exploring how our place is distinctive/unique. Recognising and explaining patterns. Investigating the origins and development of our place.
What’s going on here? (e.g. year 9)Changing emphasis; ESD. Investigating something that has changed recently in our area to see how it addresses the needs of the local economy, society and environment, now and for the future. Is the balance right? How could it be better?
A tale of two cities! (e.g. year 10)Changing emphasis; Cultural Understanding.Investigating a developing world city. Describing lifestyle choices from different perspectives. Identifying similarities and differences with developed city. Explaining most important similarities and differences. Drawing conclusions.
ThetablebelowshowsanexampleofhowcurrentGeographicalthemescanbereframedtofocusondevelopingkeyelements.
Appendix3FocusingonKeyElements
41
GuidanceforGeographyatKeyStage3
WhatisEducationforSustainableDevelopment?EducationforSustainableDevelopmenthasevolvedfromaspectsofenvironmentaleducationanddevelopmenteducation.Itgoesbeyondteachingabouttheenvironmentorlearningaboutdistantplaces.Itaimstogivepupilstheknowledge,understanding,skillsandvaluestohelpthemmaketheirowninformeddecisionsaboutissuesrelatingtotheworldaroundthem.Consequently,theyshouldbeabletoact,individuallyandcollectively,toimprovethequalityoflifeforeveryoneatpresentwithoutcompromisingtheabilityoffuturegenerationstomeettheirneeds.
TheaimsofEducationforSustainableDevelopmentareto;
understandtheinterdependenceofsociety,theeconomyandtheenvironment;developrespectfortheneedsofbothpresentandfuturegenerations;demonstratehowactioncanhelpimprovethequalityoflifeforpeoplelocallyandglobally;andexerciseenvironmentalresponsibilitythroughconservationofresources,wastemanagementandpromotionoflocalbiodiversity.
ESDisaboutbalancingtheneedsofsociety,economyandenvironment.
ConsiderthefollowingquotationanddiscusshowitmightbeusefulinhelpingpupilsclarifywhatEducationforSustainableDevelopmentisabout.
•••
•
society economy
environment
“RecentlyIwasattheDept.ofTradeandIndustry,whereIheardaseniorofficialspeakofhowVietNamwasdeveloping.Withprideinhisvoice,heexplainedthatovertwoyearsago,whencomingfromtheairportinHoChiMinhCitytheroadswerefullofbikes–andnowyoufindyourselfinatrafficjam!”
From‘CreatingSustainableCities’byHerbertGirardet
Appendix4EducationforSustainableDevelopment
ESD
42
GuidanceforGeographyatKeyStage3
TheglobaldimensionisakeyaspectofEducationforSustainableDevelopmentandLocalandGlobalCitizenship.
Globalissuesarepartofpupils’livesfromtheclothestheywear,thefoodtheyeat,themusictheylistento,theliteraturetheyread,themediatheywatchandtheplacestheyvisit.
Pupilsneedtheknowledgeunderstandingandskillstobeabletoparticipatefullyinthisglobalsociety.Equallytheyneedtobeawareoftheirresponsibilitiesasglobalcitizensandbewillingandabletomakeinformeddecisionsandtakeresponsibleactions.
Theglobaldimensionprovideschallenging,relevantandreallifecontextstosupportthedevelopmentofknowledge,understanding,skillsandvaluesinGeography.Itencouragesanenquiry-basedapproachandprovidesopportunitiesforpupilstomakelinksbetweentheirlearninginanumberofdifferentsubjects.Ithelpsdevelopandpromotepositiveattitudesanddispositionssuchascuriosity,concern,respect,toleranceandpersonalresponsibility.Itisabouteducatingpupilsfor,andnotjustabout,ajustandsustainableworld.
OnewayofdevelopingglobalawarenessandchallengingstereotypesandperceptionsofotherplacesandotherpeopleistousesomeoftheenquiryquestionsfromOxfam’sCoolPlanetsitetoexploredistantlocations.
Avaialbleat:http://www.oxfam.org.uk/coolplanet/teachers/geography/activity4.htm
EnquiryQuestionsforExploringDifferentPlaces:
Whereisthisplace?Whatdoesitlooklike?Whatisthisplacelike?Whatmadeitlikethat?Whatisitliketolivethere?Howdopeopleuseandcarefortheenvironment?Whatlinksdoesithavewithotherplaces?Whatwoulditfeelliketobeinthisplace?Howisthisplacechanging?Whataretheissuesaffectingthepeoplewholivethere?Whataretheviewsofthepeoplewholivethere?Whodecideswhatshouldhappeninthisplace?Whyisthisplacespecial?
DevelopingGlobalAwareness
43
GuidanceforGeographyatKeyStage3
Topics/Issues ExamplesofLocalIssues ExamplesofGlobalIssues
Environment EnergyWaterWastePollutionBiodiversityLanduseClimatechange
EnergyconservationRenewableenergyWaterconservationPeatextractionLandfillUrbanSprawlGreenfield/brownfieldsitesLandfillUseofpesticidesAirpollutionWaterpollutionHedgerowremovalIntensivefarming
ClimatechangeDeforestationDesertificationFoodmilesEco-tourismOzonedepletionWaterquality
Society ConservationHousingPovertyCulturePoliticsHealth
BuiltheritageMigrantworkersEconomicmigrationMulticulturalismLifestyleandconsumerchoicesTransportchoices
ChildlabourDiseaseEducationPopulationpoliciesAppropriatetechnologySelf-helphousing
Economy IndustriallocationInvestmentMarkets
ChangingemploymentpatternsCommutingRuraldevelopmentUrbanregenerationConsumerchoices
AidMultinationalsFairTrade
PossibleContextsorCase-StudiesforExploringESDinGeography
ThetablebelowidentifiesjustsomeofthetopicsandissuesthatcouldbeexploredthroughanESDlens.
InexploringanissuethroughanESDlens,thefollowingquestionsmaybeuseful;forexample,howdoesthisissueimpacton:
environment;society;economy?
Isthebalancejustright?Forall?Fornow?Forthefuture?
Whatcanbedonetogetabetterbalance?
•••
–––
Envi
ronm
ent a
nd S
ocie
ty: G
eogr
aphy
The
min
imum
con
tent
is s
et o
ut b
elow
. The
sta
tuto
ry re
quir
emen
ts a
re s
et o
ut in
bol
d un
der
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
in
col
umn
1, u
nder
the
Curr
icul
um O
bjec
tives
and
Key
Ele
men
ts in
col
umns
2, 3
and
4 a
nd in
the
Lear
ning
Out
com
es a
t the
bot
tom
. Ad
ditio
nal n
on-s
tatu
tory
gui
danc
e an
d su
gges
tions
are
set
out
in p
lain
text
and
ital
ics.
Dev
elop
ing
pupi
ls’
Kno
wle
dge,
Und
erst
andi
ng a
nd S
kills
(Obj
ectiv
e 1)
Dev
elop
ing
pupi
ls a
s In
divi
dual
s(O
bjec
tive
2)D
evel
opin
g pu
pils
as
Cont
ribu
tors
to S
ocie
ty
(Obj
ectiv
e 3)
Dev
elop
ing
pupi
ls a
s Co
ntri
buto
rs to
the
Econ
omy
and
the
Envi
ronm
ent
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties,
thro
ugh
the
cont
exts
op
posi
te, t
o:
deve
lop
geog
raph
ical
ski
lls to
inte
rpre
t spa
tial p
atte
rns
incl
udin
g at
las
and
map
-wor
k sk
ills;
deve
lop
enqu
iry
and
field
wor
k sk
ills–
ques
tioni
ng,
plan
ning
, col
lect
ing,
rec
ordi
ng, p
rese
ntin
g, a
naly
sing
, in
terp
retin
g in
form
atio
n an
d dr
awin
g co
nclu
sion
s re
latin
g to
a r
ange
of p
rim
ary
and
seco
ndar
y so
urce
s;
deve
lop
criti
cal a
nd c
reat
ive
thin
king
ski
lls to
sol
ve
geog
raph
ical
pro
blem
s an
d m
ake
info
rmed
dec
isio
ns;
deve
lop
a se
nse
of p
lace
thro
ugh
the
stud
y of
:ra
nge
of lo
cal,
natio
nal,
Euro
pean
and
glo
bal c
onte
xts;
cont
rast
ing
phys
ical
and
hum
an e
nvir
onm
ents
;is
sues
of t
opic
al s
igni
fican
ce;
in o
rder
to d
evel
op a
n un
ders
tand
ing
of:
phys
ical
pro
cess
es o
f lan
dsca
pe d
evel
opm
ent;
the
inte
rrel
atio
nshi
ps b
etw
een
phys
ical
and
hum
an
envi
ronm
ents
;th
e dy
nam
ic n
atur
e of
phy
sica
l and
hum
an e
nvir
on-
men
ts;
the
way
s in
whi
ch p
lace
s ar
e in
terd
epen
dent
;th
e ne
ed fo
r so
cial
, eco
nom
ic a
nd e
nvir
onm
enta
l ch
ange
to b
e su
stai
nabl
e.
• • • • • • • •
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Dev
elop
a s
ense
of p
lace
and
bel
ongi
ng a
t a lo
cal l
evel
, fo
r ex
ampl
e, m
appi
ng jo
urne
y to
sch
ool,
loca
l bou
ndar
ies
or
frie
ndsh
ip p
atte
rns;
inve
stig
atin
g lo
cal p
lace
nam
es.
Dem
onst
rate
an
awar
enes
s of
thei
r ow
n re
latio
nshi
ps to
ot
her
plac
es, p
eopl
es a
nd e
nvir
onm
ents
, fro
m lo
cal t
o gl
obal
, for
exa
mpl
e, th
roug
h tr
avel
, ret
ail o
r sp
ort;
e-m
ail
links
to o
ther
sch
ools
com
pari
ng w
eath
er d
ata,
life
styl
e, e
tc.
(Key
Ele
men
t: Pe
rson
al U
nder
stan
ding
)
Expl
ore
issu
es r
elat
ed to
Mut
ual U
nder
stan
ding
Chal
leng
e st
ereo
type
s an
d pe
rcep
tions
of d
iffer
ent p
lace
s,
peop
les
and
envi
ronm
ents
, for
exa
mpl
e, b
y cr
eatin
g a
phot
o ga
llery
and
/or
fact
-file
.In
vest
igat
e th
e im
pact
of d
iver
sity
on
a lo
cal s
ettle
men
t, fo
r ex
ampl
e, s
egre
gatio
n, c
onfli
ct, m
ultic
ultu
ralis
m, e
tc.
Inve
stig
ate
the
phys
ical
and
hum
an fa
ctor
s th
at r
esul
t in
peo
ple
havi
ng to
mak
e lif
e-ch
angi
ng d
ecis
ions
, for
ex
ampl
e,fa
mily
pla
nnin
g, e
cono
mic
mig
ratio
n, e
tc.
(Key
Ele
men
t: M
utua
l Und
erst
andi
ng)
Expl
ore
issu
es r
elat
ed to
Per
sona
l Hea
lth
Inve
stig
ate
fact
ors
that
impa
ct o
n pe
rson
al h
ealth
loca
lly,
for
exam
ple,
loca
tion,
pol
lutio
n, li
fest
yle,
etc
.Ex
plor
e th
e in
fluen
ces
on g
loba
l pat
tern
s of
hea
lth, f
or
exam
ple,
pove
rty,
Aid
s, a
cces
s to
cle
an w
ater
, edu
catio
n, e
tc.
(Key
Ele
men
t: Pe
rson
al H
ealt
h)
Expl
ore
issu
es r
elat
ed to
Mor
al C
hara
cter
Chal
leng
e st
ereo
typi
cal,
bias
ed o
r di
stor
ted
view
poin
ts
with
app
ropr
iate
ly s
ensi
tive,
info
rmed
and
bal
ance
d re
spon
ses.
Take
res
pons
ibili
ty fo
r ch
oice
s an
d ac
tions
.(K
ey E
lem
ent:
Mor
al C
hara
cter
)
Expl
ore
issu
es r
elat
ed to
Spi
ritu
al A
war
enes
sR
espo
nd to
the
dive
rsity
and
bea
uty
of th
e na
tura
l and
hu
man
wor
ld.
Refl
ect o
n th
eir
expe
rien
ces
of a
vis
it to
a d
ram
atic
la
ndsc
ape,
for
exam
ple,
cre
ate
a pr
esen
tatio
n ab
out a
pe
rson
ally
insp
irin
g en
viro
nmen
t or
feat
ure.
Key
Ele
men
t: Sp
iritu
al A
war
enes
s)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
diffe
renc
es in
life
styl
e w
ithin
and
bet
wee
n co
untr
ies.
Expl
ore
how
we
can
play
a r
ole
in h
elpi
ng to
pro
mot
e a
fair
er w
orld
for
all,
for
exam
ple,
dra
w u
p a
scho
ol r
ecyc
ling
and/
or F
air
Trad
e po
licy;
eva
luat
e di
ffere
nt ty
pes
of a
id.
(Key
Ele
men
t: Ci
tizen
ship
)
Dev
elop
an
unde
rsta
ndin
g of
how
peo
ple
in d
iffer
ent
plac
es in
tera
ct w
ith th
eir
envi
ronm
ent,
for
exam
ple,
co
ntra
st h
ow p
eopl
e fr
om d
iffer
ent p
arts
of t
he w
orld
ada
pt to
th
reat
s/op
port
uniti
es p
osed
by
thei
r en
viro
nmen
ts (p
hysi
cal,
soci
al, e
cono
mic
).(K
ey E
lem
ent:
Cult
ural
Und
erst
andi
ng)
Expl
ore
issu
es r
elat
ed to
Med
ia A
war
enes
sIn
vest
igat
e th
e ca
uses
and
con
sequ
ence
s of
an
envi
ronm
enta
l eve
nt m
akin
g th
e ne
ws
and
eval
uate
how
it
is r
epor
ted
in th
e m
edia
.Cr
eate
a v
ideo
/new
s-bu
lletin
to in
form
abo
ut, f
or e
xam
ple,
an
ear
thqu
ake,
vol
cano
, ext
rem
e w
eath
er e
vent
, loc
al
pollu
tion
inci
dent
, etc
.(K
ey E
lem
ent:
Med
ia A
war
enes
s)
Expl
ore
issu
es r
elat
ed to
Eth
ical
Aw
aren
ess
Res
earc
h an
d de
bate
eth
ical
issu
es in
geo
grap
hy, f
or
exam
ple,
wor
ld d
ebt,
nucl
ear
pow
er, p
opul
atio
n po
licie
s, u
se
of n
on-r
enew
able
res
ourc
es, e
tc.
(Key
Ele
men
t: Et
hica
l Aw
aren
ess)
Pupi
ls s
houl
d ha
ve o
ppor
tuni
ties
to:
Inve
stig
ate
how
the
skill
s de
velo
ped
thro
ugh
Geo
grap
hy
will
be
usef
ul to
a r
ange
of c
aree
rs, f
or e
xam
ple,
jobs
invo
lvin
g ch
artin
g an
d m
appi
ng, d
ata
hand
ling,
ed
ucat
ing,
mar
ketin
g, p
lann
ing,
res
ourc
e or
env
iron
men
tal
man
agem
ent,
repo
rt-w
ritin
g, s
urve
ying
, tou
rism
, tr
ansp
orta
tion,
wea
ther
fore
cast
ing,
etc
.(K
ey E
lem
ent:
Empl
oyab
ility
)
Inve
stig
ate
how
phy
sica
l pro
cess
es o
pera
te to
cre
ate
dist
inct
and
div
erse
env
iron
men
ts, f
or e
xam
ple,
Mar
ble
Arch
cav
es, T
he M
ourn
es, T
he G
iant
’s C
ause
way
, loc
al
peat
land
s, T
he B
urre
n, T
he A
lps,
Gra
nd C
anyo
n, tr
opic
al
rain
fore
sts,
sav
anna
h gr
assl
and,
etc
.In
vest
igat
e th
e im
pact
of c
onfli
ct b
etw
een
soci
al,
econ
omic
and
env
iron
men
tal n
eeds
, bot
h lo
cally
and
gl
obal
lyfo
r ex
ampl
e, e
rosi
on, fl
oodi
ng, p
ollu
tion,
loss
of
biod
iver
sity
, clim
ate
chan
ge, d
eser
tifica
tion,
def
ores
tatio
n,
etc.
Expl
ore
how
we
can
exer
cise
env
iron
men
tal s
tew
ards
hip
and
help
pro
mot
e a
bett
er q
ualit
y of
life
for
pres
ent
and
futu
re g
ener
atio
ns, b
oth
loca
lly a
nd g
loba
lly, f
or
exam
ple,
sust
aina
ble
clas
sroo
ms,
eco
-sch
ools
, Citi
zens
hip
Actio
n Pr
ojec
ts, r
esou
rce
and
was
te m
anag
emen
t str
ateg
ies,
pr
omot
ion
of g
eo-
and
bio-
dive
rsity
, sus
tain
able
tow
ns/c
ities
, co
nser
vatio
n of
nat
ural
res
ourc
es, e
co-t
ouri
sm, F
air
Trad
e,
etc.
(Key
Ele
men
t: Ed
ucat
ion
for
Sust
aina
ble
Dev
elop
men
t)
Expl
ore
issu
es r
elat
ed to
Eco
nom
ic A
war
enes
sIn
vest
igat
e th
e im
pact
of g
loba
lisat
ion
and
how
it h
as
prod
uced
win
ners
and
lose
rs, f
or e
xam
ple,
impa
ct o
n a
N. I
rela
nd b
usin
ess/
indu
stry
, chi
ld la
bour
, tra
ns-n
atio
nal
corp
orat
ions
, etc
.(K
ey E
lem
ent:
Econ
omic
Aw
aren
ess)
Lear
ning
Out
com
es
The
lear
ning
out
com
es r
equi
re th
e de
mon
stra
tion
of
skill
s an
d ap
plic
atio
n of
kno
wle
dge
and
unde
rsta
ndin
g of
G
eogr
aphy
.
Pupi
ls s
houl
d be
abl
e to
:
dem
onst
rate
ski
lls in
usi
ng m
aps,
fiel
dwor
k eq
uipm
ent a
nd m
etho
ds o
f dat
a co
llect
ion
in u
nder
taki
ng g
eogr
aphi
cal e
nqui
ry;
rese
arch
and
man
age
info
rmat
ion
effe
ctiv
ely
to in
vest
igat
e ge
ogra
phic
al is
sues
, inc
ludi
ng U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re a
ppro
pria
te;
show
dee
per
geog
raph
ical
und
erst
andi
ng b
y th
inki
ng c
ritic
ally
and
flex
ibly
, sol
ving
pro
blem
s an
d m
akin
g in
form
ed d
ecis
ions
, dem
onst
ratin
g U
sing
Mat
hem
atic
s an
d U
sing
ICT
whe
re a
ppro
pria
te;
dem
onst
rate
cre
ativ
ity a
nd in
itiat
ive
whe
n de
velo
ping
idea
s an
d fo
llow
ing
them
thro
ugh;
wor
k ef
fect
ivel
y w
ith o
ther
s;de
mon
stra
te s
elf m
anag
emen
t by
wor
king
sys
tem
atic
ally
, per
sist
ing
with
task
s, e
valu
atin
g an
d im
prov
ing
own
perf
orm
ance
;co
mm
unic
ate
effe
ctiv
ely
in o
ral,
visu
al, w
ritt
en, m
athe
mat
ical
and
ICT
form
ats,
sho
win
g cl
ear
awar
enes
s of
aud
ienc
e an
d pu
rpos
e.
• • • • • • •
NB
:Te
ache
rs m
ay d
evel
op a
ctiv
ities
that
com
bine
man
y of
the
stat
utor
y re
quir
emen
ts, p
rovi
ded
that
, acr
oss
the
key
stag
e, a
ll of
the
stat
utor
y as
pect
s hi
ghlig
hted
in B
OLD
(inc
ludi
ng e
ach
of th
e K
ey E
lem
ents
) are
met
.
GeographyKey Stage 3 Non Statutory Guidance
for Geography
A CCEA Publication © 2007