bristol meeting march 2009

BristolMarch 18th 2009

“Curriculum Planning -From Concepts To CompellingLearning Experiences”

Shaaron SandersonPaul Berry

Paul BerryPaul Berry

Head Of GeographyHead Of Geography& Director Of& Director OfLearningLearning

South Molton South Molton Community CollegeCommunity College

Aims For The Day

• What is a ‘compelling learning experience’?

• Geography & PLTS

• Geography & ‘Habits of Mind’

A ‘Compelling Learning Experience’

What Does This Mean?

• ASK YOURSELF!

• ASK YOUR DEPARTMENT!

• ASK YOUR PUPILS!

Sequence of lessons / single lesson

Means different things to different people

Can’t be achieved every lesson!

Our Holy Grail?


A Teacher’s Checklist?

• Challenging

• Different learning styles

• Engaging

• Practical

• Active

• Collaborative

• Topical?

• Relevant?

• Creates thirst for more?

• Enjoyable?

• Technology?


Pupil Voice!Two weeks until the next

lesson – I can’t wait that long!

I will never forgetthat lesson!

That was brill! I can’t wait

until tomorrow when we have

it next!

I would take part more if the lessons were

all like that!

I didn’t realise old Bam Bam still had it

in him!

If it was like that all the

time, I’d put more effort in!

That made me think a lot!

My brain hurts!

PASSING GO

Ah well, homework, then. He turned the screen off and reached reluctantly for his schoolbag. Half of it wasgeography, which was nearly all colouring in and copyingand drawing. Kid’s work. He had thought that the colouring would stop when he was at secondary school, but no such luck. Resignedly pulling the folder towards him and starting to shade in a patch of steppe ….He put the finishing touches to ‘Africa – main crops’ and looked, with disfavour, at ‘Africa – climate’. One day, work and life would not be this boring.

‘Passing Go’ – Libby Purves (2000)

Some Inspiration ……

FUTURE WORLD

PROTECTED WORLDM

Y W

OR

LD

CONNECTED WORLDCOUNTRIES OF THE WORLD

HA

ZA

RD

OU

S W

OR

LD

India & China- The

New

World Order?

A Wind Farm

For

Batsworthy

Cross?

Sustainable

Living

Conflicts In

National ParksTheJurassic Coast

RainForests Su

sta

inab

le

Pla

nn

ing

In S

ou

th M

olto

n

A N

ew

Su

perm

ark

et F

or

Sou

th M

olto

n?

Geog

rap

hy

An

d M

e

There’s Nothing Sweet

About Chocolate

The Global

Fashion

Industry

Food

Miles

What Is Development?

Sustainable

World Tourism

ExploringEngland

Eart

hq

uakes

Volc

an

oes

Flo

od

ing

EARTHQUAKES UNIT

Earthquakes Background• Quality Street Planet• Plate Tectonics• Measuring Earthquakes

Earthquakes and Life Skills• How good a listener are you?• How good a reader are you?• How good a speaker are you?• How good a writer are you?• How observant are you?• How well can you present yourself?

How Good a Listener are You?

What Your Sheet Should Look Like!

First name Last name1.

2.

3.4.

5.

Effect of an earthquake



6.

7.

8.

9.

Mantle

Inner core

Outer core

10.

How Good a Listener are You?

OddOneOut

How Good a Reader are You?

How Observant Are You?

What Can You Remember? How many men were wearing glasses? What colour gloves were the men wearing? Describe the shirt the man on the stretcher

was wearing? What colour were the head straps? How many red crosses were there in the

picture? What colour was the car in the background? What was the man on the left doing?

Dragons’ DenDragons’ Den

Come up with a product that can help save lives before,

during or after an earthquake

In the home In the office or work place In schools In the car

Face The Dragons!

Examples of Pupils’ Inventions

OK

Bangle

OK

Belt BuckleOK

Back of necklace /bracelet charm

OK

Pencil topper

OK

Key ring charm

OK

Mobile phone charm

Dragons’ DenDragons’ Den

Now it’s your turn!

The Rolling House

Peer AssessmentGroup names:

1. Did they grab your interest from the beginning? (5)

2. Did they back up what they said with facts and statistics? (10)

3. Did they speak slowly and clearly? (5)

4. Did they use rhetorical questions effectively? (5)

5. Did they give plenty of eye contact? (5)

6. Did they memorise their speech and avoid using notes? (5)

7. Did they emphasise the main points by altering tone & volume (10)

6. Were the students well presented? (5)

Persuasiveness Total Score (50)Persuasiveness Total Score (50)

Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self-managers Effective Participators

QCA PLTS Framework

Reflective Learners

Peer Assessment

Can you design a peer assessment marksheet that incorporates aspects of the QCA PLTS Framework?

‘Habits of Mind’ –

“What I do when I don’t know the answer”

(Student – St Cuthbert’s College, New Zealand)

WHAT IS A SOUTH MOLTON LEARNER LIKE?

What do we see them doing?

What do we hear them saying?

What are they feeling?

WHAT DO WEWANT A

SOUTH MOLTON LEARNER

TO BE LIKE?

What do we want to see them doing?

What do we want to hear them saying?

What do we want them to feel?

“Twenty-first Century Tools for Twenty-first Century Learners”

3000?

It is estimated that today’slearners will have 10-14 jobs

By the age of 38

The top 10 in demand jobs in 2010 did not exist in 2004

We are currently preparing students for jobs that don’t yet exist – using technologies that have not yet been invented – in order to solve problems wedon’t know are problems yet

WIFM# Better exam results# Better behaviour# Dialogue of learning# Whole school emphasis on learning# Involve parents# Umbrella for PLTS, SEAL, citizenship etc

PLTS

QCA FRAMEWORK

HABITS OF MIND

THINKING TOOLS

PLTS AT SMCCBIG PICTURE

Maps From Memory

Maps From Memory

What ‘Habits of Mind’are developed in this

exercise?

Maps From Memory

Essential Ingredient:The Debrief

Curriculum Design

Radical v conservative?

Skills-based Year Seven Two year KS3

Deep learning daysLearning to learn

Opening MindsCross curricular learning

http://ks3geography.ning.com

[email protected]

Are your lessonsworth behaving for?

bristol meeting march 2009

Education