Celebrating QualityCelebrating Quality

Student

School

Community

National systems

International issues

Global limits

Connected Lives – The Importance Connected Lives – The Importance of geographical perspectivesof geographical perspectives

From Local to GlobalFrom Local to Global

GEOGRAPHY

Physical and human

processes

Scale

Place

Cultural understanding and diversity

Inter- dependenc

e

Environmental interaction

Space

http://www.qca.org.uk/secondarycurriculumreview/index.htm

What is ‘quality geography’?What is ‘quality geography’?

• What range of What range of geographical geographical experiences experiences does a student have in a Quality Dept?does a student have in a Quality Dept?

• What will students be saying about What will students be saying about GeographyGeography??

• How will students express this?How will students express this?

– discuss the statement, record discuss the statement, record responses on ‘Post it’ notes, responses on ‘Post it’ notes, diamond rank for importance.diamond rank for importance.

– Send a representative to go to other Send a representative to go to other groups to explore groups to explore differences/similaritiesdifferences/similarities

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

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

The Importance of GeographyThe Importance of Geography

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

• Geographical enquiry encourages questioning, Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting investigation and critical thinking about issues affecting the world and people’s lives, for the present and future. the world and people’s lives, for the present and future. Fieldwork is an essential element of this. Pupils learn to Fieldwork is an essential element of this. Pupils learn to think spatially, using maps, visual images and new think spatially, using maps, visual images and new technologies, including geographical information systems, technologies, including geographical information systems, to obtain, present and analyse information. Geography to obtain, present and analyse information. Geography inspires pupils to think about their own place in the world, inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the their values and responsibilities to other people, to the environment and to the sustainability of the planet.environment and to the sustainability of the planet.

Student Experiences

GeographyTeacher Choices

Underpinned by Key Concepts

The Subject – Thinking Geographically

Learning Activity

How does this take the learner beyond what they already know?

Quality Quality LearningLearning

The Secondary Geography The Secondary Geography Quality MarkQuality Mark

Aims toAims to

• Recognise and celebrate Recognise and celebrate Quality Quality GeographyGeography

• OfferOffer a framework for a framework for reflection reflection and evaluationand evaluation

• Provide a powerful tool for Provide a powerful tool for subject subject leadersleaders

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 subject Provide a framework for subject leaders to reflect and evaluate leaders to reflect and evaluate their curriculumtheir curriculum

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

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

• How well do you know your How well do you know your department?department?

• How well does the How well does the leadership team know your leadership team know your department?department?

• What is this knowledge What is this knowledge based on?based on?

The Secondary The Secondary Geography Quality MarkGeography Quality Mark

About the pilotAbout the pilot

Sept 2006 – May 2007 42 schools Sept 2006 – May 2007 42 schools involved in the pilot phaseinvolved in the pilot phase

The 42 pilot schools are working to a The 42 pilot schools are working to a framework with several aims;framework with several aims;

• testing and exploring ways to develop testing and exploring ways to develop the processthe process• testing and developing the framework testing and developing the framework • exploring the nature of evidence and exploring the nature of evidence and what constitutes quality geographywhat constitutes quality geography• Contribution to the development of the Contribution to the development of the final documentation final documentation • Sept 07 production of a Tool Kit with a Sept 07 production of a Tool Kit with a SEF, the SGQM, exemplar materials and SEF, the SGQM, exemplar materials and CPD suggestions.CPD suggestions.

What assessment is made?

The first level award is verified on The first level award is verified on the basis of the written evidence.the basis of the written evidence.To recognise ‘some outstanding To recognise ‘some outstanding features’ schools would be subject features’ schools would be subject to sample verification and written to sample verification and written evidence.evidence.The award of High quality plus The award of High quality plus ‘Many outstanding features’ ‘Many outstanding features’ requires a verification visit to the requires a verification visit to the registered school. This will be done registered school. This will be done by local geography specialistsby local geography specialists

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

1.1. The subject leader and department complete The subject leader and department complete a self- evaluation a self- evaluation

2.2. This provides a visual overview of the This provides a visual overview of the current situation and helps to identify areas current situation and helps to identify areas of development.of development.

3.3. An action plan is produced An action plan is produced 4.4. Register intention to apply for the Mark with Register intention to apply for the Mark with

the G.A. and pay the appropriate fee (to be the G.A. and pay the appropriate fee (to be decided) or register as an Associate member.decided) or register as an Associate member.

4. 4. Begin working for the Mark at any time.Begin working for the Mark at any time.5. 5. describe and explain evidence for each describe and explain evidence for each

criterion and give the educational and criterion and give the educational and geographical context of their schoolgeographical context of their school

The FrameworkThe Framework

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

Starter and plenary relate geography to pupil experiences. I.e. class survey to parents employment illustrate economic structure in Meir, Stoke-on-Trent.

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.

Pupils differentiate between concepts through wide variety of case studies at KS3 and KS4.

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

The HOD has completed four Best Practice Research Scholarships on Better Descriptions and Explanations in Geography resulting in the publication of ‘It’s Long, It’s neat

This is embedded into the Department.The HOD has cascaded innovation to the Department and to a large

number of trainee teachers from Keele University and Manchester Metropolitan University.

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

The Geography Department’s Samples site on the School Intranet includes an extensive arrange of in-house ICT teaching resources and includes an appropriate software such as Memory Map at KS3 and KS4, Geographical images. Effective use of ICT is through visualisers, digital projectors enable pupils effectively use ICT. The Department has recently trialled such ICT equipment as visualisers, and a Magic Planet for the City Learning Centres.

Fieldwork Programme Year 8 Traffic Enquiry in Meir Year 9 Peak National Park 1 day GCSE Year 10 Urban Geography in Stoke-on-Trent 1 day GCSE Year 11 Mam Tor Mapwork interpretation 1 day.

Reflection Why did we do it like this? To maintain and raise the status of Geography at the High School. To enthuse pupils about Geography. To provide pupils with essential skills and knowledge for adult life. How do we know it is successful? HOD awarded the Royal Geographical Ordnance Survey Award for excellence in teaching Geography in 2004. Status of Geography at the High School and with the LEA. Value added results see evidence from LEA graphs. KS3 and KS4 results compared with the average for the High School, LEA and nationally. Ofsted reports. What is the impact on teaching and learning? Raised attainment at KS3 and KS4. Raised value added at KS3 and KS4 Maintained Geography as a popular option.

Comment from Pilot Comment from Pilot schoolsschools

• ……..We have always had an open mind as to what we ..We have always had an open mind as to what we teach and how we teach, preferring innovation and teach and how we teach, preferring innovation and change to stagnation and repetition. So when we had change to stagnation and repetition. So when we had the chance to pilot SGQM we knew we were the chance to pilot SGQM we knew we were undertaking a process of national importance – a undertaking a process of national importance – a sense of setting off into the unknown.sense of setting off into the unknown.

• Personal and professional challenge ….. in what and Personal and professional challenge ….. in what and how we were teaching. …….. SGQM came at just the how we were teaching. …….. SGQM came at just the right time to establish whether the department was right time to establish whether the department was on the right tracks.on the right tracks.

• If nothing else the application process has lead to If nothing else the application process has lead to some excellent departmental meetings with many some excellent departmental meetings with many useful outcomes. As a head of department I feel in useful outcomes. As a head of department I feel in more in touch with my team, department, and more in touch with my team, department, and subject than ever before! Wow!!! The quality mark subject than ever before! Wow!!! The quality mark has focused our debates and has lead to some really has focused our debates and has lead to some really honest / frank self-evaluation.honest / frank self-evaluation.

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

Exploring the criteriaExploring the criteria

Individually scan the Individually scan the document, choose an area to document, choose an area to explore – identify colleagues explore – identify colleagues who have chosen the same who have chosen the same areaarea•Working in small groups Working in small groups (pairs/threes) – Explore (pairs/threes) – Explore issues/thoughts/comments issues/thoughts/comments •Feedback SessionFeedback Session•Where next?Where next?

Where Next?Where Next?

• Be very excited!Be very excited!• Sign up as an Associate MemberSign up as an Associate Member• This entitles you to support This entitles you to support

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