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School of Education Inspiring learners, enriching communities
PGCE Geography
Subject Handbook 2019-20
Introduction
Welcome to the University of Brighton and the PGCE Secondary Geography route. This subject handbook will help you to understand the subject-specific aspects of your course.
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Contents
1. Staff Names and Contact Details …………………………………………………… 2
2. The Geography Subject Specialism ………………………………………………… 4
3. Teaching Groups………………………………………………………………………. 6
4. Programme………………………………………………………………………. …… 7
6. Modules and Assessment Tasks …………………………………………………… 12
7. Assignment Submission Dates ……………………………………………………….14
8.. Useful Links …………………………………………………………………………….15
Please note: This handbook has been produced as early as possible in the interests of trainees. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the on-going process of programme development. We always welcome any feedback from trainees on using the handbook.
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1. Staff Names and Contact Details Route Leader / PAT Tutor: Sharon Reilly Location: Checkland A204 Email Address: [email protected] Telephone 01273 641354 Sharon has extensive experience in several secondary schools as a Head of Geography and Head of Humanities, which included History, Citizenship, Geography and Languages, Sharon has also led on vocational qualifications and held pastoral roles within schools. Sharon has also worked with exam boards and developed geography exemplar material for other schools across the UK through work with QCA. Sharon leads PGCE Geography route, is the admissions tutor for the PGCE secondary route and Assistant programme Coordinator for the PGCE secondary route. She is currently working on her Master’s in Education.
2. The Geography Subject Specialism Trainees bring to the programme subject expertise gained from a wide range of life experiences. The very nature of geography and its inherently broad remit means that all trainees can contribute to aspects of teaching geography even in the very early weeks of the programme. You should explore ways of ‘unpacking’ that which you bring from previous experiences and find ways of using the knowledge and skills you have with the pupils/students in your charge. As the programme progresses you will be encouraged to expand and broaden the subject expertise you have in geography both by activities in the placements and at University.
Geography brings theory down to earth. And in a world where 80% of information is referenced to locations, it develops spatial awareness.’
Dr Rita Gardner, Director and Secretary RGS/IBG
‘What other subject tells us so much about the great issues of the age-global change, natural and human?’
Professor Andrew Goudie, University of Oxford
The quotations above are taken from the Geography National Curriculum document, published by DfEE/QCA in 1999; they are still relevant in terms of the purpose of school geography although a new version of the National Curriculum was introduced in September 2014. However, it is now only Local Authority schools that are obliged to follow the National Curriculum as Academy Schools and Free Schools are at liberty to construct their own curriculum. All geography trainees should expect to be engaged with ‘curriculum making’ during the professional year whether in a Local Authority school or an Academy school. The Geography National Curriculum (GNC) should be seen as a framework to support teaching and learning, rather than a tick list of ‘topics’ to be ‘covered’.
Commentators have sometimes argued that Geography has suffered at the hands of government policy and its existence as a National Curriculum subject has been difficult to achieve. Eleanor Rawling in her book ‘Changing the Subject’ (2001, Sheffield: GA) notes;
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‘---- in the 1990s, the implementation of the Thatcher government’s education policies, ----seems to have contributed significantly to a decline in status of those very subjects mentioned in the quote ‘. (p8).
It is important that you know how geography as a curriculum subject has developed and changed in recent times. It is also important that you develop your own philosophy of the subject to answer the question ‘Why learn geography?’ As Alastair Bonnet says,
"This is a great age for geography. Very big questions - climate, poverty, disease,
migration, water, energy, biodiversity - all demand geographical analysis, as do specific national issues in the UK, like housing, social deprivation, flooding and regional development. As the population grows, and with pressures on the Earth's systems increasing, geography has never been so important." Nicholas Crane (RGS-IBG Immediate Past President)
However, Geography has made a significant comeback since the introduction of the EBacc (English Baccalaureate). This is a school target measure that requires pupils to gain a grade 4 / 5, or above in English, maths, two sciences, a modern language and either history or geography. The EBacc is compulsory in schools that want to achieve an ‘outstanding’ grade in an Ofsted inspection. The other area that has had an impact is the new progress 8 measure of accountability (a value added measure of progress), this measurement has favoured the uptake of History and Geography to fulfil the framework of the progress 8 measure (although this is at the detriment to many creative subjects). Increasingly popular at GCSE: in 2018 geography was the 6th most popular subject at GCSE with large numbers studying geography GCSE - over 253,125 pupils took an exam in geography GCSE in 2019 – an increase from 2018. This year there was also a 5% increase in the number of A’ Level entries, which is positive as it had decreased last year. The Russell Group state that Geography GCSE is one as one of the most facilitating subject choices and likely to secure places at top universities. https://www.rgs.org/geography/key-information-about-geography/ accessed June 2019. (Source: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/803906/Provisional_entries_for_GCSE__AS_and_A_level_summer_2019_exam_series.pdf accessed June 2019)
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Geography Subject Education-Aims The Subject Education content of the programme is designed to prepare you to teach geography during the placement experiences at Key Stage 3, Key Stage 4 and beyond. The experiences gained will enable you to debate, with informed viewpoints, your geographical subject knowledge in combination with the pedagogical issues. This aspect of the programme aims to complement the teaching placements, placement based professional development studies, and address the major issues regarding the coherence and progression of all pupils from Key Stage 1 to post 16, including those with special (additional) educational needs. The geography education content will focus on the curriculum, external examination specifications, the underlying philosophy of geography within the placement context, and assist in developing an understanding of issues of continuity and progression. You will be prepared for the placement experience focusing upon the application of theories and methodologies of teaching and learning within the context of the classroom. Demands will be made of you that will continually aim to develop your understanding and competence in relation to the teaching of the National Curriculum, GCSE, and post 16 courses. You should, therefore, become more reflective in your consideration of curriculum issues in the detailed planning of sequences of lessons, the effective integration of technologies and the role of monitoring, assessment and recording in effective learning and teaching. This will enable you to help plan a curriculum, which maximises the learning opportunities of all pupils, including those with special (additional) educational needs.
Planning sequences of lessons (sometimes called medium-term planning or units of work) is on-going throughout the programme and you should take every opportunity to plan your own sequences of lessons and not rely on the placement department to provide this detail. You should strive to give as much as possible to the department where you are on placement, especially in terms of producing your own resources that can be left for department use when the placement is completed.
Cross phase issues i.e. from Key Stage 2 to Key Stage 3, Key Stage 3 to Key Stage 4 and Key Stage 4 to the range of provision at post 16 will also be an important focus for study.
You will be encouraged to draw on relevant classroom research, recent inspection evidence and study contemporary debates and issues which will provide an opportunity for a more analytical and reflective review of important areas of geography that will build a foundation for early and continuing professional development (CPD).
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Fieldwork: as discussed at interview, there are compulsory fieldwork elements to the geography PGCE programme as fieldwork is statutory for KS1, KS2 & KS3 pupils, and is also integral to the majority of GCSE and AS/A2 courses. You will also have the opportunity to plan, design and run field work at the university with some pupils from local schools in the February inter-placement period.
A weekend residential trip has been booked at the FSC centre at Flatford Mill Field Studies Centre from Friday 27th September to Sunday 29th September 2019. We shall also be undertaking other fieldwork opportunities with pupils from one of our partner schools.
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3. Teaching Groups
We have chosen to teach you in a range of groupings to enable a wider range of diverse views to be presented and to support your ongoing professional development:
Whole Cohort Sessions: Education and Professional Studies lectures with all trainees following the professional year.
Mixed Group Follow-Up Seminars: Follow-up seminars after Education and Professional Studies lectures with trainees from a range of subject groups to explore phase-related issues of theory, policy and practice.
Subject Time Seminars: These will be with all the trainees following your subject specialism and the focus will be exclusively on the theory and practice of Geography. These sessions will also incorporate opportunities to develop your subject knowledge.
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4. Programme DATE TIME SESSION VENUE 4.9.19 9-12
1-4
Subject Time including enrolment • You the Geography Teacher - your identity as a
geography teacher Whole Cohort Session: Education and Professional Studies
• an introduction to the professional year
E424
5.9.19 9-12 12-2 1-4
Whole Cohort Session: Education and Professional Studies • Teachers and the Law • What is professionalism
Falmer Student Union Postgraduate Welcome Event (drop-in)
Subject Time
• What does effective geography teaching look like? • How do pupils learn geographically?
E424
6.9.19 9-12 1-4
Whole Cohort Session: Education and Professional Studies • What is Professional Development? • What is professionalism? • introduction to EV771 / EV671
Subject Time
• Know your classroom
TBA
9.9.19 9-10.30
11-12 1-4
Whole Cohort Session: Education and Professional Studies • What is education for?
Mixed group follow-up seminar 1 Subject Time
• How and why we teach
C122 E424
10.9.19 9–4 Subject Time Tour of OLC 10am with Mandy Williams
• Introduction to Micro-teaching • Planning with the KS3 curriculum
planning a lesson • Objectives and outcomes – what do I want from the
lesson? • Starters and plenaries – how will I get their interest and
assess their understanding? • Knowledge, skills and understanding – what do I want
them to know? • Resources – what should I use?
9am -12pm E424 1pm – 4pm D222
11.9.19
9-10.30 11-12 1-4
Whole Cohort Session: Education and Professional Studies • What should a school curriculum look like?
Mixed group follow-up seminar Subject Time
• follow up bring in a lesson plan - critique
C122 E423
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• How do we know that they have learnt? and differentiation
• Differentiation – how do I ensure that all pupils can access the work?
• Assessing – how do in know what they have learnt? 12.9.19
9-10.30 11-12 1-4
Whole Cohort Session: Education and Professional Studies • What is learning?
Mixed group follow-up seminar Subject Time
• Preparation time for micro-teaching
W100 E424
13.9.19
9-4 Subject Time • Progression in geography • KS4 curriculum
E424
16.9.19 9-12
1-4
Whole Cohort Session: Education and Professional Studies • What is good teaching and learning?
Subject Time
• Digimaps – an introduction to GIS –Darren bailey from OS
TBA
17.9.19 9-4
Subject Time TBA
D222
18.9.19
9-12 1-4
Whole Cohort Session: Education and Professional Studies • What is inclusion and why does it matter? • Who are the disadvantages and how can they be
supported? Subject Time
• How and why to observe a lesson- preparing for feedback
• Micro teaching and feedback
E424
19.9.19 9 – 12 1-3 3-4
Whole Cohort Session: Education and Professional Studies • How can teachers enable good behaviour?
Pebble pad introductory sessions Subject Time
•
TBA 3-4 A500
DATE TIME SESSION VENUE 20.9.19
9--4 Subject Time
• Micro teaching and feedback • Preparation for school
E424
23.9.18 - 2.10.19 School-Based Training Days
PGCE Geography field visit Friday 27th September – Sunday 29th September 3.10.19
9-12
Whole Cohort Session: Education and Professional Studies W100
9
1-4
• What is Assessment for Learning (AFL) and why is it so important?
• How important is data and tracking of pupils in my classes?
Subject Time
• tracking, intervention data • marking and assessment • questioning • intervention and supporting underachievement
E424
4.10.19 9-4
Subject Time • behaviour management • growth mindset • stretch and challenge (accelerated learning)
E424
7.10.19 – 9.10.19 School-Based Training Days
10.10.19 9-10.30 11-12 1-4
Whole Cohort Session: Education and Professional Studies • What does successful M level writing look like?
Mixed subject follow-up seminar
• Introduction to the M level assignment, guidance handout and proposal.
Subject Time
• M level in geography
W100 E424
11.10.19 9-4 Subject Time
E424
14.10.19 – 16.10.19 School-Based Training Days
17.10.19
9-10.30 11-12 1-4
Whole Cohort Session: Education and Professional Studies • What is critically reflective practice?
Mixed subject follow-up seminar Subject Time
• Cath Odd-Hayward - meeting the needs of Specific educational needs (ASC, SLCN) in mainstream education – developing practice to work with TA’s
•
C122 E424
18.10.19
9-4 Subject Time • Tutorials
E424
21.10.19 - 23.10.19 School-Based Training Days
24.10.19 9-12 1-4
Whole Cohort Session: Education and Professional Studies Subject Time
E424
25.10.19 9-4 Subject Time • Day in lieu of field trip
E424
28.10.19 - 01.11.19 HALF-TERM
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05.11.19 – 07.11.19 School-Based Training Days 7.11.19 9-10.30
11-12 1-4
Whole Cohort Session: Education and Professional Studies • How do I support my own well-being and resilience
during SBT? • How do school support pupils’ wellbeing and resilience
and how can I use this in my practice? Mixed subject follow-up seminar Subject Time
E424
8.11.19 9-4 Subject Time Alan kinder (Am or PM)
E424
11.11.18 - 31.01.20 School-based training Block Placement
Friday 29th November ARcGIS training opportunity
6.1.19 Mid-SBT Conference DEVELOPING INCLUSIVE PRACTICE
3.2.20 9-4 Subject Time
E424
4..2.19
9-4 Subject Time
9am-12pm W101 1pm-4pm E424
5.2.20
9-12 1-4
Whole Cohort Session: Education and Professional Studies Subject Time
E513
6.2.20 9-4 Subject Time
E424
7.2.20 9-12
Subject Time E424
10.2.20 9-4 Subject Time E424 11.2.20
9-4 Subject Time
E424
12..2.20 9-12 1-4
Whole Cohort Session: Education and Professional Studies Subject Time
E513
13.2.20 9-4 Subject Time 9am-12pm E424 1pm-4pm D222
14.2.20 9-4
Subject Time
E424
17.2.20- 21.2.20 HALF-TERM
24.2.20- 22.5.20
School-Based Training Days (SDT go to SBTb at the host school on 21.4.20)
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20.4.20 Mid-SBT Conference 25.5.20 BANK HOLIDAY 26.5.20 27.5.20 28.5.20 29.5.20 1.6.20 2.6.20 3.6.20 4.6.20 5.6.20 9-11
11-12
Whole Cohort Session: Education and Professional Studies • Thriving and Surviving in the NQT year for a Successful
Career in teaching Falmer Farewell Refreshments
W100
8.6.20 9.6.20
10.6.20 END OF COURSE
You may find this one page overview of the Teachers’ Standards
https://www.gov.uk/government/publications/teachers-standards
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6. Modules and Assessment Tasks
ET686 Professional Practice 1 (20 L6 credits)
The aim of the module is to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Teachers’ Standards. It also equips you to reflect upon and critically evaluate your experiences, as well as enabling you to identify professional strengths and needs, and set targets for improvement. Learning Outcomes LO1 Demonstrate achievement of the Teachers’ Standards relative to the expectations of the school-based training period. LO2 Critically reflect on professional practice and learning. LO3 Engage with professional action plans to support ongoing and continuing professional learning and development. Details of Assessment School mentors and university tutors use the university’s grading descriptors to make judgements about your achievements in the context of school-based training. Judgements are linked specifically to the Teachers’ Standards and are based on observations of your teaching and assessment of your professional practice.
ET687 Professional Practice 2 (40 L6 credits)
The aim of the module is to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Teachers’ Standards and the award of QTS. You acquire the knowledge, skills and understanding necessary for the professional role of the autonomous and reflective teacher. It equips you to reflect upon and critically evaluate your experiences, as well as enabling you to identify professional strengths and needs, and set targets for ongoing and future development.
Learning Outcomes LO1 Demonstrate achievement of the Teachers’ Standards relative to the expectations of the school-based training period and the award of Qualified Teacher Status (QTS). LO2 Demonstrate the knowledge, understanding and skills necessary for the professional role of the autonomous, reflective and critical teacher. LO3 Critically reflect on ongoing and future professional learning and development tasks. Details of Assessment Task 1 School mentors and university tutors use the university’s grading descriptors to make judgements about your achievements in the context of school-based training. Judgements are linked specifically to the Teachers’ Standards and are based on observations of your teaching and assessment of your professional practice. Task 2 You will participate in a professional development review (PDR) drawing upon evidence provided within your finalised e-Portfolio (PebblePad) and Career Entry Plan (CEP).
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ER781/ER681 Geography Subject Study (40 L7 credits) This module aims to enable you to develop and strengthen your specialist subject knowledge and understanding as well as your subject teaching competences. The emphasis is for you to develop a critical understanding of theory, policy and practice, in order to engage in professional debate in your specialist subject area. Learning Outcomes LO1 Develop critical and complex responses to theoretical discourses and practices within the field of your specialist subject. LO2 Act with initiative to develop and critically reflect on a creative response to innovatory approaches in planning, teaching and learning. LO3 Demonstrate a critical, advanced and complex application of up-to-date specialist subject content knowledge and subject pedagogical content knowledge. LO4 Demonstrate a deep and systematic understanding of the specialist subject curriculum, relevant initiatives and assessment frameworks. Details of Assessment A negotiated submission of a substantive subject-specific resource (e.g. classroom display, series of lessons) supported by a viva and written rationale.
EV771/EV671 Education and Professional Studies (20 L7 credits)
This module aims to support the development of your pedagogy and professionalism as a secondary education specialist. You will develop professional knowledge, attributes and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice. Learning Outcomes LO1 Show an advanced and complex engagement with reading and research on specific issues in education. LO2 Show a deep and systematic understanding of relevant frameworks. LO3 Demonstrate a developed critically reflective response to significant areas of professional practice. LO4 Critically evaluate the interrelationship between theory, policy and practice. Details of Assessment A 3500 word maximum professional enquiry on a negotiated area of study in education that supports your ongoing professional development.
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7. Assignment Submission Dates
ALL your assignments must be submitted by 4.30pm on the due date.
2019 Date Module Description Monday 4th November 2019 EV771/EV671 Submission of Proposal for your Professional
Enquiry to your route leader Friday 22nd November 2019 ET686 Core and SDT School-based Training 1
Interim Assessment Report (SB) Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).
2020 Monday 6th January 2020 EV771/EV671 Submit for interim formative assessment – 1500 word essay.
Friday 24th January 2020 ET686 Core and SDT School-based Training 1 Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).
Friday 17th April 2020 EV771/EV671 Education and Professional Studies: 3000 word essay
Friday 27th March 2020 ET687 SDT School-based Training 2 Final Assessment Report (SC): Trainees following the School Direct (Tuition) route receive a school-based Training 2 Final Assessment Report (SC) at this stage. Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).
Friday 27th March 2020 ET687 Core School-based Training 2 Interim Assessment Report (SB): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).
Friday 15th May 2020 ET687 School-based Training 2 (Core) and 3 (SDT) Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).
TBC ET687 Task 2 e-Portfolio and Career Entry Plan Professional Development Review
TBC EG781/EG681 Resource TBC EG781/EG681 Viva Wednesday 10th June 2020 EG781/EG681 Rationale.
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8. Useful Links
7. Useful Links
Here http://blogs.brighton.ac.uk/mentors/mentoring-resources/secondary/ you will find all of the resources and guidance for mentors and can see feedback forms:
Here https://www.brighton.ac.uk/current-students/my-studies/placements/resources-for-trainee-teachers.aspx you will find information relating to:
• National priorities for educational improvements • Literacy and numeracy support • Safeguarding • Cultural diversity • partnership and educational improvement bulletins • PSHE and citizenship • Fundamental British values and SMSC •
Here https://www.brighton.ac.uk/current-students/my-studies/placements/training-to-teach.aspx
you will find the all of the secondary school based handbooks
You may find this one page overview of the Teachers’ Standards helpful: https://www.gov.uk/government/publications/teachers-standards
Here you will find lots of useful materials including resources, subject knowledge, assessment and support in Geography:
• https://www.rgs.org/about/ o membership log in [email protected] and the password GB747AOK Our membership
number is 680936
• https://www.geography.org.uk/ o membership log in 4305 password 7Sisters
• https://www.kerboodle.com/users/login?user_return_to=/app
o Username: mwilliams o Password: rivers o Institution code: lr5
Here you will find Geoactive (GCSE focus) and Geofile (A ‘level focus) which are great resources to keep up to date
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• http://digimapforschools.edina.ac.uk/ o Username: btpunipgce / Password: teacher17 o PIN: 7903
• https://www.teachitgeography.co.uk
o Username: student@brightonuni o Password: amazon
Teaching weather and climate - Future Learn Come Rain or Shine
The Royal Meteorological Society is delighted to be working together with the University of Reading on a Thames Water supported Future Learn course, called “Come Rain or Shine”. In 2016, over 13,000 participants signed up to the course. A course is scheduled for 2017:
• register here https://www.rmets.org/our-activities/careers/courses/futurelearn-come-rain-or-shine
The Royal Meteorological Society is the Professional and Learned Society for weather and climate. Our mission is 'to promote meteorology as a science, profession and interest'. Membership is open to anyone with an interest in the weather and climate. This will help you to develop your delivery of weather and climate.
http://www.metlink.org/
