Teaching and learning about South America at Key Stage 2

Ben Ballin, 2014

Words from Geography programmes of study: key stages 1 and 2 National curriculum in England Department for Education 2013 Image from www.tagxedo.com

‘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.’

DfE 2013

Geography NC14

Asking

Collaborating and Selecting

Communicating

Reflecting

Evaluating

Doing

Young geographers go local

Investigating OS maps

Messy Maps and other approaches

Taking action in the environment

making a report or a film

using the PGQM Framework

Doing a risk assessment with pupils

Geography is about enquiry

CORE GEOGRAPHYWhat is this place called? What is it like? What kind of features does it have? (Human & physical)How and why is it changing? What do people do here?How do I feel about it? How does it compare to other places?

How does my view of this place change when I zoom in or out? How and why are places connected at different scales?

Where is this place? How does it connect to other places? How can it be mapped?What is unique about its location?

G

Geography

“Schools should:focus strongly on developing pupils’ core knowledge in geography, particularly their sense of place ...p.7

Core knowledgeFacts, location, names, vocabulary,

Sense of placeSenses, emotions, values, opinions

Ofsted (2011) Geography Learning to make a world of difference , Published: February 2011 Reference no: 090224

GeographyCore knowledge

Sense of place

Lacks empathy, awareness of other views and values, subtleties of change and influence.

Pub Quiz Geography?

Geography

Core knowledge

Sense of place

Little underpinning geographical knowledge. Lacks rigour. Is it even geography?

Not Geography?

Geography

Core knowledgeFacts, location, names, vocabulary,

Sense of placeSenses, emotions, values, opinions

Core knowledge and Sense of Place

We need to ensure teaching and learning has both

NC 2014 purpose of study - people & places

As pupils progress, their growing knowledge about the world should help to deepen their understanding of:

• The interaction between physical and human processes.

• The formation and use of landscapes and environments.

Aims

• Contextual knowledge of places [including locational knowledge]

• Understanding physical and human processes

Skills:• Use and communication of data, especially through fieldwork• Interpreting maps, diagrams, globes etc• Communicating - maps, writing at length

Key stage 1

Same Focus on local area [links to History]

New Locational knowledge: The nations of the UK, the world’s seven continents and five oceans

New Contrasting non-European locality specification

New UK seasons & weather, hot & cold regions [links to Science]

New Specified vocabulary - physical & human features

New Use of simple compass directions

Gone Environmental change & sustainable development

Key stage 2

Same Focus on UK - though greater detail is specified

New Locational knowledge: the world’s countries *

New Locational and place knowledge of Europe [including Russia] and the Americas. *

New Position and significance of latitude, longitude etc *

New/Same Key aspects of physical & human geography [includes settlement, rivers, the water cycle] *

New Compass directions, use of OS map conventions. Greater emphasis on fieldwork.

Key stage 2

Gone Environmental change and sustainable development … though this is a key geographical concept, and is fundamentally about the interaction between physical and human processes *

Gone Contrasting locality requirements

Curriculum Structure?

Place knowledge

^ ^ ^Locational knowledge

Human and physical geographyGeographical skills and fieldwork

Grade descriptors – quality of the curriculum in geography Outstanding (1) n The imaginative and stimulating geography curriculum is skilfully designed to match the full

range of pupils’ needs and to ensure highly effective continuity and progression in their learning.

n The key geographical concepts such as place, space, scale, diversity, interdependence and sustainability are clearly embedded in the planning.

n The curriculum provides consistently high-quality opportunit ies for pupils to develop and consolidate the key geographical skills of enquiry, graphicacy and geographical communication.

n Fieldwork is well planned and clearly identified as an integral part of the schemes of work. Pupils experience fieldwork on a regular basis, with activities that offer clear progression rather than repetit ion and include diverse landscapes and varied locations.

n The contribution of geography to learning and understanding about current and relevant local, national and global issues is at least good in all major respects, and is exemplary in significant elements.

n Excellent links are forged with other agencies and the wider, as well as the global, community to provide a wide range of enrichment activities to promote pupils’ learning and engagement with the subject.

n Links with other subjects in the school are highly productive in strengthening pupils’ learning in geography.

n Rigorous curriculum planning ensures that the subject makes an outstanding contribution to pupils’ social, moral, spiritual and cultural development.

Ofsted, April 2014

http: / /www.ofsted.gov.uk/resources/generic-grade-descriptors-and-supplementary-subject-specific-guidance-for-inspectors-making-judgemen

Assessment and ProgressionSchools are free to devise their own curriculum and assessment• increasing breadth of study, wider range of scales studied,

greater complexity of phenomena studied• increasing use made of generalised knowledge and abstract

ideas• The changes in an individual pupil's understanding of

concepts, use of skills, development of values and knowledge of content over time

• Curriculum planning that develops pupils' geographical thinking in a systematic manner.

• http://www.geography.org.uk/projects/makinggeographyhappen/progression/

Support from the G.A.• Primary Geography journal

• Primary Geography Quality Mark• Champions Network / Global Learning Programme

• Website and Publications• CPD – conference, day courses & History/Geog courses

www.geography.org.ukhttp://geographychampions.ning.com

Twitter @the_GA

Looking for Lucy in Lima