Quality Geography for AllQuality Geography for All

Quality GeographyQuality Geography

• What does a quality What does a quality geography curriculum geography curriculum look like?look like?

• What do pupils say after What do pupils say after a quality geography a quality geography lesson?lesson?

Before we can Before we can monitor/evaluate the monitor/evaluate the curriculum in our school we curriculum in our school we need to have firm criteria in need to have firm criteria in our heads about what ‘quality our heads about what ‘quality geography’ looks like.geography’ looks like.

Key message: quality Key message: quality geography engages pupil geography engages pupil interest, captures imagination interest, captures imagination and stimulates enthusiasm for and stimulates enthusiasm for learning.learning.

Quality Geography in PracticeQuality Geography in Practice

Examples from Quality Mark Examples from Quality Mark pilot schools.pilot schools.

The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Pupils learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information.

Geography inspires pupils to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

A word from David A word from David Lambert...Lambert...

• Pupils cannot be taught simply to think. Pupils cannot be taught simply to think. They have to have something to think They have to have something to think aboutabout. If this ‘something’ is trivial, . If this ‘something’ is trivial, irrelevant or out of date then the education irrelevant or out of date then the education process will be devalued and impoverished. process will be devalued and impoverished. After the novelty of the initial pedagogic After the novelty of the initial pedagogic adventure, students will lose interest. And adventure, students will lose interest. And of course formulaic approaches, no matter of course formulaic approaches, no matter how active and engaging, can soon lose how active and engaging, can soon lose that sense of adventure.that sense of adventure.

Introducing the Secondary Introducing the Secondary Geography Quality MarkGeography Quality Mark

The Secondary Geography The Secondary Geography Quality MarkQuality Mark

The overarching strength of theThe overarching strength of the

Quality Mark is its capacity to act Quality Mark is its capacity to act

as an effective as an effective

‘ ‘ lever of change’ lever of change’

for the development of geographyfor the development of geography

in schools... in schools...

   

Supporting geography departments in creating and extending the geography curriculum experience for all students.

Part of a self-evaluation framework to support development at KS3

Indicators to enable teachers to think creatively and critically about developing a dynamic, relevant KS3 curriculum.

The Secondary Geography The Secondary Geography Quality MarkQuality Mark

The Secondary Geography The Secondary Geography Quality MarkQuality Mark

What’s in it for me?• Identify and celebrate good Identify and celebrate good

geographygeography• Provide a framework for Provide a framework for

subject leaders to analyse the subject leaders to analyse the curriculum and engage in curriculum and engage in curriculum makingcurriculum making

• Provide a framework and a tool Provide a framework and a tool to help geography teachers to help geography teachers clarify their own CPD needsclarify their own CPD needs

• Improve for Improve for all all pupils the pupils the quality of the educational quality of the educational experience through geographyexperience through geography

About the pilotAbout the pilot

Sept 2006 – May 2007: schools involved Sept 2006 – May 2007: schools involved in pilotin pilot

27 schools awarded the SGQM in 27 schools awarded the SGQM in September 2007 who hadSeptember 2007 who had

• tested and explored ways to develop tested and explored ways to develop the processthe process• tested and developed the framework tested and developed the framework • explored the nature of evidence and explored the nature of evidence and what constitutes quality geographywhat constitutes quality geography• contributed to the development of the contributed to the development of the final documentation final documentation

Ongoing production of a Tool Kit with a Ongoing production of a Tool Kit with a SEF, exemplar materials and CPD SEF, exemplar materials and CPD

suggestions.suggestions.

Assessment Assessment

•The Quality Mark award is verified on the The Quality Mark award is verified on the basis of written evidence – preferably basis of written evidence – preferably provided electronically.provided electronically.

•Centre of ExcellenceCentre of Excellence status – status – dissemination of good practice and good dissemination of good practice and good geographygeographye.g.e.g. Organisation of a local geography Organisation of a local geography competitioncompetition

Planning and hosting CPD events Planning and hosting CPD events for primary and / or secondary colleaguesfor primary and / or secondary colleagues

Guiding another school through the Guiding another school through the Quality Mark processQuality Mark process

http://www.geography.org.uk/secondary/secondaryqualitymark/http://www.geography.org.uk/secondary/secondaryqualitymark/

How to plan, prepare and apply How to plan, prepare and apply for the awardfor the award

1. Collaboratively complete Collaboratively complete self- evaluationself- evaluation using the criteria to establish the level which using the criteria to establish the level which best describes the quality of geography in best describes the quality of geography in your schoolyour school

2. 2. Visual overviewVisual overview of the current situation and of the current situation and helps to identify areas of developmenthelps to identify areas of development

3. Produce 3. Produce action planaction plan - stand alone, or - stand alone, or preferably, complement subject SEF/ school preferably, complement subject SEF/ school improvement plan.improvement plan.

4. 4. RegisterRegister intention to apply for the Mark with intention to apply for the Mark with the GA and pay the appropriate fee the GA and pay the appropriate fee

5. Begin collecting evidence, maximum of 5. Begin collecting evidence, maximum of TWOTWO pieces for each of the criterionpieces for each of the criterion

The FrameworkThe Framework

5a What level of quality has been achieved in the teaching and learning of Geography?

Emerging Developed Enhancing

5ai) Places and topics are underpinned by a variety of types of geographical resources and media. These evidence a variety and range of perspectives.

5aii) Students become questioning learners through engaging in a range of enquiry activities, including decision making and dialogue.

5aiii) Students use geographical concepts confidently and in appropriate contexts, with the appropriate vocabulary.

5aiv) Students can demonstrate a sense of place through a knowledge and understanding of geographical concepts. This includes an understanding of interdependence between people and the physical environment.

5av) Lessons are suitably challenging and teachers aim to develop students’ capacity to learn independently by linking their learning to geographical concepts, trends and issues.

Using the ChecklistUsing the Checklist

StatementStatement Department Example/s Department Example/s

1. What are the 1. What are the distinctive characteristicsdistinctive characteristics of Geography in your of Geography in your school?school?

1(a) Students relate geographical thinking with their 1(a) Students relate geographical thinking with their everyday experiences, so that the relevance of everyday experiences, so that the relevance of geography is clear to them.geography is clear to them.

1(b) Students demonstrate an informed understanding of the 1(b) Students demonstrate an informed understanding of the geography’s organising concepts such as place, geography’s organising concepts such as place, interdependence, scale and process. The distinctiveness interdependence, scale and process. The distinctiveness of geography is apparent.of geography is apparent.

1(c) The department is responsive to innovation in geography 1(c) The department is responsive to innovation in geography education and actively initiates developments in education and actively initiates developments in curriculum materials and organisation. curriculum materials and organisation.

1(d) The department employs a variety of approaches to 1(d) The department employs a variety of approaches to geography. These are regularly reviewed and evaluated geography. These are regularly reviewed and evaluated for their effectiveness in supporting standards and for their effectiveness in supporting standards and achievement in geographyachievement in geography

1(e) The KS3 curriculum incorporates the effective use of ICT, 1(e) The KS3 curriculum incorporates the effective use of ICT, maps and fieldwork where appropriate. This should maps and fieldwork where appropriate. This should include GIS where possible and the use of high quality include GIS where possible and the use of high quality images and/or visualisation software.images and/or visualisation software.

Reflection and evaluationReflection and evaluation Why do we do it like this?Why do we do it like this? How do we know it is successful?How do we know it is successful? What is the impact on teaching and learning?What is the impact on teaching and learning?

Possible area/s for developmentPossible area/s for development

Reflection

Why did we do it like this?

How do we know it is successful?

What is the impact on teaching and learning?

Using the local area allows our students to develop their own ideas and opinions in relation to issues on a range of scales, incorporating a humanistic approach to topics. Studying topical events have allowed them to understand the interdependence of countries and people and how geographical patterns can be changed and improved. This essentially allows them to form their own well evidenced and thought through ideas and opinions in addition to understanding the ephemeral nature of the world in which they live. Local fieldwork allows students to understand how their actions locally have a national and global impact. By presenting information to students in a variety of ways and viewpoints, they can appreciate diverse and different thinking. Students show interest and often enthusiasm with more active engagement and generally positive (informal) feedback from students.

Areas for development

Further development of student voice (see section 2) to enable students to be more involved in shared curriculum development

1. What are the distinctive characteristics of Geography in your school?

Criteria Exemplification and Examples

1(a) Students relate geographical thinking with their everyday experiences so that the relevance of geography is clear to them

In the first week of Year 7 students complete a “Passport” which links places they have visited at a variety of scales (local, national and international) and their experiences (personal and via the media)

1(b) Students demonstrate an informed understanding of the geography’s organising concepts such as place, interdependence, scale and process. The distinctiveness of geography is apparent

Students undertake an “End of Unit” evaluation which helps to identify and demonstrate their appreciation and understanding of the concepts covered in the Unit of Study

1c) The department is responsive to innovation in geography education and actively initiates development in curriculum materials and organisation

Inductive learning exercise on “What is the EU?” enables students to find out aspects at their own pace and level. They then are able to produce a piece of extended writing on the subject. Using the EU Opinion Poll questionnaire also allows them to add their own opinions. The use of “movies” in Starters, as for Australia Day provides stimulation to students.

Comment from Pilot Comment from Pilot schoolsschools• ‘…‘…..we have always had an open mind ..we have always had an open mind

as to what we teach and how we as to what we teach and how we teach, preferring innovation and teach, preferring innovation and change to stagnation and repetition. change to stagnation and repetition. So when we had the chance to pilot So when we had the chance to pilot SGQM we knew we were undertaking a SGQM we knew we were undertaking a process of national importance – a process of national importance – a sense of setting off into the unknown.’sense of setting off into the unknown.’

What was in it for you?What was in it for you? • ‘‘Personal and professional challenge Personal and professional challenge

combined at a time of great change in combined at a time of great change in what and how we were teaching. …….. what and how we were teaching. …….. A thorough overhaul of our lessons A thorough overhaul of our lessons was needed and SGQM came at just was needed and SGQM came at just the right time to establish whether the right time to establish whether the department was on the right the department was on the right tracks.’tracks.’

• ‘‘A valuable, reflective process of A valuable, reflective process of continuous improvement’continuous improvement’

Administration costs Administration costs (compare with (compare with INSET course costs)INSET course costs)

Small schools <750 pupils - £200Small schools <750 pupils - £200

Medium schools 750-1200 pupils - Medium schools 750-1200 pupils - £300£300

Large schools >1200 pupils - £400Large schools >1200 pupils - £400

'This is self-run CPD 'This is self-run CPD par excellencepar excellence, , for evidence from training for evidence from training evaluations shows that the one-off evaluations shows that the one-off day, run by no-matter-how-inspiring day, run by no-matter-how-inspiring a speaker, is generally found less a speaker, is generally found less effective as CPD than that where effective as CPD than that where teachers themselves are the active teachers themselves are the active participants, engaged in working on participants, engaged in working on a relevant topic'. a relevant topic'. (Quote from Advisory Teacher)(Quote from Advisory Teacher)

Where Next?Where Next?

• Be Be enthused!enthused!• Sign up to gain support Sign up to gain support

through the Secondary through the Secondary Geography Quality Mark Geography Quality Mark forum of the developing forum of the developing VLE and to access to all VLE and to access to all Quality Mark CPDQuality Mark CPD

Further informationFurther information

• www.geography.org.uk/secondary/www.geography.org.uk/secondary/secondaryqualitymark/secondaryqualitymark/

• www.geographyteachingtoday.org.uk/www.geographyteachingtoday.org.uk/professional-recognition/introduction/ professional-recognition/introduction/

Keep in touchKeep in touch

• sgqm@geography.org.uksgqm@geography.org.uk• juliebeattie@geography.orjuliebeattie@geography.or

g.uk g.uk

Over to you...Over to you...

• Use the criteria to identify Use the criteria to identify what evidence you currently what evidence you currently have that could contribute to have that could contribute to a submission a submission

• What benefits would the What benefits would the SGQM bring to your SGQM bring to your department and school?department and school?

• Discuss a strategy to convince Discuss a strategy to convince your Department team and your Department team and SMT of the value of the SGQMSMT of the value of the SGQM