Transcript 10 reasons why the PGQM BIG
Wendy North, Primary Curriculum Development Leader Geographical Association Annual Conference Manchester – 17 th April 2009 2009
Getting ready to ‘fly’ to Mexico
Year 3 Local Area topic: Footprints showing the street features of pupils’ journeys to school.
Evidence for C3a
Pupils created a map in pairs of the main features of Kalpanagar & the Magic Rickshaw’ story was read.
Pupils thought carefully about the main character’s feelings throughout the story, adding emoticons to their Local Studies maps along with appropriate picture images.
http://www.geographyteachingtoday.org.uk/ curriculum-making/teaching-ideas/music an-indian-journey/
Plan a musical composition associated with the story.
Evidence for C3c
1b: Evidence in the school shows that geography is valued.
SEF: the kind of learning environment the school seeks to provide
Also shows significant evidences for 3a Two Rivers Special School
Supports
excellence
in geography and across the curriculum
Foundation Stage Austrey Primary School: Google Maps
proved an excellent resource for showing the children a real river.
We discussed what the map might be showing, Katie said: It’s here, England They knew from the story, ‘The Journey’ where and what the estuary was. Some noticed that the river got narrower. I used the words they had been using to sketch a map of a river.
Stream Building
• Armed with trowels, in small groups we start to dig the stream.
‘I didn’t know it was going to be this hard work!’
‘We’ve found loads of worms!’ ‘I’ve found a really tiny one.’
• We sprinkled in sand and pebbles.
‘It’s like adding chocolate chips!’
• Then we collected water in watering cans and buckets.
‘There’s a deep bit at this end.’
• The water was poured in carefully.
•
We tried to make it look like the story, about the little red boat.
• Spatial awareness • Making connections • First hand experience move this tree? Why do • Making sense of the lake?
water have no world vegetation?
Looking on the stream What is an island? Discuss why this was a good setting for Swallows and • Link learning across the curriculum does sediment move? This links to our work Thornton Dale CE Primary on rivers in year 6.
School
How did all these dead trees get here?
The water is not strong enough to move them.
Humphrey Head
Although there was lots of green above the stream nothing was growing on the rocks next to the water.
We followed a mountain stream. The best bit was getting wet and jumping in to see how strong the water was.
Although we tested out what the stream could move by dropping different sizes of material into the water. There was no way we could move the bigger branches and the stream was not moving them. There was nothing growing on the sides of the stream and so we thought that the water could sometimes be a lot higher. When we got back we decided to look at the rainfall to see if there could be more water in the stream. We knew that when Pickering and Thornton Dale flooded and the school shut there was a lot of rain so decided to look at the rain in the Lake district.
When we looked at the monthly rainfall figures we could see that there was a lot of rain in summer as well as winter. That did not tell us why the trees were there as we were there in May and there was not a lot of water. We would need to see if a lot of rain fell in a short time which would then make the river rise.
We had trouble trying to find measurements which were not averages. The one we used was from Cumbria house which showed daily rainfall. We could then see if there were several days when it rained a lot and there would be more water in the river. News reports of flooding where cars were washed away mentioned flash floods when a lot of rain fell in a short time. So we think this is how the trees got here.
Tom and Michael
Is concerned with
Geography for today
and not yesterday Geography that is: • made to come alive for children • builds on an understanding of children’s `everyday geographies’ and helps to enhance geographical imagination and thinking • concerned with their lives, their futures, their world
Is concerned with
Living Geography
• Often starts with local but is set in the context of the global (community) • Concerned with how our world is changing and whether this will lead to a more sustainable future for ALL
Developing active
and
informed
future citizens
• No more relevant subject in the curriculum. David Bell
A framework that guides you towards
achieving quality geography
for all
Evaluating Prioritising
• Sound framework for evaluating the curriculum and prioritising your action plan
Collaborating Taking action Reflecting
Self assessment framework
http://www.geography.org.uk/eyprimary/primaryqualitymark /self-assesmentframework/
Provides a focus for
all staff to work together
on geography • CPD also supports whole school issues: Sustainability Community Cohesion
Integrated curriculum
Discover
excellent ideas
geography for teaching • Discover innovative ideas that have been shared by PGQM schools through membership of the PGQM VLE site
Join and be part of a
community
of practice
• Link to other work of the GA • Conference • GTT website • Primary Champions • Local networks • Personal accreditation
Going for the award
http://www.geography.org.uk/eyprimary/primaryqualitymark/ gettingstarted/
Achieving the quality mark
Begun in 2006 – so far 156 primary schools have achieved the award
2009