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Innovative ideas

Online CPD: Innovative ideas

Geography in the news - a KS3/4 bridge curriculum

Author: Richard Langton CGeog, Lawrence Sheriff School

Funded by the DfE funded Action Plan for Geography.

Questioning: Ideas and strategies

Author: Ben Ward, Penwortham Girls High School

Funded by the DfE funded Action Plan for Geography.

Geography and literacy

Author: Peter Evea CGeog, Co Durham CYPS Education Development Service

Funded by the DfE funded Action Plan for Geography.

Using images / Flickr tools

To add motivation and creativity and save valuable curriculum time get students to use images in FD’s Flickr Tools to ‘design-up’ the outcomes of their learning into a professional looking end product. This can be a useful end of lesson activity.

Any number of covers from a billboard advert, magazine cover, CD cover, comic strip with captions and movie poster are available.

It is always best to use your own digital images if possible to avoid any copyright implications. If you use your own images you need to have a Flickr account.

Alan Parkinson of www.geographypages.co.uk says:   
“Make sure your image is large size and is public. Then follow the simple instructions, and you'll have your own mini-masterpiece. Use one of several great flagrant disregard flickr tools to bring a real sense of creativity to the classroom. Try the motivation poster maker, the badge maker, the caption maker and the film poster maker, plus new hockneyizer.... I also recommend a search for the new bubblr tool for Flickr to make strip cartoons - great! Also check out dumpr which has a good field sketch type tool.”

Key Stage Three curriculum

Funded by the TDA

Geographical Animations

Authours: Mark Jones CGeog (PGCE Geography Tutor, UWE) and Paul Rycraft (Senior ICT Instructor, UWE)

Stop motion animations offer students at all key stages the opportunity to be creative, enhance their ICT skills and co-construct geographical meaning through discussion before, during and after the animation process.

Such animations are most effective when students have sufficient subject knowledge to be able to explore, create and discuss critically the geographical processes and outcomes they are presenting.

Animations provide a context for students to discuss audience and purpose. e.g. consideration of different genres relating to voice-over to be used with the same animation. Opportunities are also created for students to challenge and question animations in terms of their accuracy, geographical flaws, and particular perceptions of place, space and identity presented through such models. Finally as a medium for learning about sensitive geographical issues and events students are able to discuss whether animation should be used when exploring events such as the Asian Tsunami.

What is presented here is the outcomes of the workshops; the richness of the dialogue between all the students, PGCE Students and teachers involved is what we hope these will inspire you to seek in your animations.

These examples of short animations present work of PGCE students from the University of the West of England and school students from schools in Gloucestershire, South Gloucestershire, Bristol and North Somerset.

See the related article ‘Animated Discussion’ in Teaching Geography – Summer 2007 for more ideas of how to use animations in the classroom. Teaching Geography subscribers can login to download the article for free.

Animations and Oral Frameworks

Funded by the DfE funded Action Plan for Geography.

Sustainable Development Across the Curriculum

The concept of sustainable development as development that "meets the needs of the present without compromising the ability of future generations to meet their own needs" was first defined by the Brundtland Commission as long ago as 1987. We are currently part-way through a United Nations Decade of Education for Sustainable Development which runs from 2005 to 2014.  

In the new KS3 Programme of Study for Geography, sustainable development is highlighted as one of the key concepts that underpin the study of the subject. Under Curriculum Opportunities, the document requires us to make links between Geography and the cross-curriculum-dimension ‘Global dimension and Sustainable Development'

Funded by the DfE funded Action Plan for Geography.

Cultural Understanding and Diversity

UK society is made up of many ethnicities, cultures, languages and religions, and it is constantly evolving. The UK has a rich heritage of cultural and ethnic diversity, stretching back over many centuries. However, so many of the people we talked to discussed the complexity of the world we live in and the many identities that children inhabit. There is a moral imperative to address issues of disparity and commonality and how we live together. It is crucial that all children and young people, through both the formal and informal curricula in schools, have a real understanding.
The secondary curriculum offers geography teachers, for the first time for many years, a degree of flexibility in both content and approach. The Diversity and Citizenship Review recommended that "All schools should be encouraged to audit their curriculum to establish what they currently teach that is meaningful for all pupils in relation to diversity and multiple identities."

Funded by the DfE funded Action Plan for Geography.

Active participation in geography

It is probably fair to say that there have never been so many opportunities for pupils to play an active rather than a passive part in Geography at KS3 and beyond. The benefits of active participation are obvious in the sense that it leads to greater engagement in lessons, improved learning and more enjoyment of the subject. If geography at KS3 is to be real, relevant and topical, then active participation is one of the ways to achieve this vital aim. For those geography departments looking to work with colleagues in other departments in a meaningful way, then many of the active participation projects provide the ideal vehicle for successful cross-curricular work.

It is probably also fair to say that many teachers remain blissfully unaware of the plethora of opportunities that exist for active participation and before such activities can be tied in with schemes of work, lunchtime/after school clubs, etc., a little research will need to be done. The following section outlines some ideas, in no particular order, that you may find useful as you start along this path.

Funded by the DfE funded Action Plan for Geography.

Key Stage 3, Key Processes

Stated in the National Curriculum for Geography as "...the essential skills and processes in geography that pupils need to learn to make progress." (National Curriculum) geographical enquiry, fieldwork and out-of-class-learning, graphicacy and visual literacy and geographical communication make up the key processes and form part of the new programme of study for Key Stage Three.

Funded by the TDA

Careers education in the geography curriculum

This module will help you to consider:

Funded by the TDA

Introducing the global dimension

This online CPD session enables teachers to explore a range of teaching and learning approaches to support the effective inclusion of a global dimension in geography and also across the wider curriculum. Throughout the session information, advice and guidance is presented via case studies, perspectives on teaching practice from specialists in the field of global education and exemplar learning resources.

Funded by the TDA

Embedding careers education into geography lessons

Author: Kate Amis, RGS-IBG

Funded by the DfE funded Action Plan for Geography

Want to take part in some face-to-face CPD?

Why not attend one of our many conferences, network meetings or training sessions for teachers.

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