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Celebrating Quality

Celebrating Quality. Space. Cultural understanding and diversity. Global limits. Place. International issues. National systems. GEOGRAPHY. Community. Inter- dependence. Scale. School. Student. Physical and human processes. Environmental interaction. From Local to Global.

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Celebrating Quality

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  1. Celebrating Quality

  2. Space Cultural understanding and diversity Global limits Place International issues National systems GEOGRAPHY Community Inter- dependence Scale School Student Physical and human processes Environmental interaction From Local to Global Connected Lives – The Importance of geographical perspectives http://www.qca.org.uk/secondarycurriculumreview/index.htm

  3. What is ‘quality geography’? Before we can monitor/evaluate the curriculum in our school we need to have firm criteria in our heads about what ‘quality geography’ looks like. Key message: quality geography engages pupil interest, captures imagination and stimulates enthusiasm for learning. • What range of geographical experiences does a student have in a Quality Dept? • What will students be saying about Geography? • How will students express this? • discuss the statement, record responses on ‘Post it’ notes, diamond rank for importance. • Send a representative to go to other groups to explore differences/similarities

  4. The Importance of Geography • The study of geography helps make sense of the beautiful, complex and dynamically changing world. Geography stimulates an interest in, and a sense of wonder about places. It explains how places and landscapes are formed, how people and environment interact, and how a diverse range of economies and societies are interconnected. It builds on pupils’ own experiences to investigate 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, for the present and future. Fieldwork is an essential element of this. Pupils learn to think spatially, using maps, visual images and new technologies, including geographical information systems, to obtain, present and analyse information. Geography inspires pupils to think about their own place in the world, their values and responsibilities to other people, to the environment and to the sustainability of the planet.

  5. Quality Learning How does this take the learner beyond what they already know? Learning Activity Student Experiences Teacher Choices Geography Underpinned by Key Concepts The Subject – Thinking Geographically

  6. The Secondary Geography Quality Mark

  7. The Secondary Geography Quality Mark Aims to • Recognise and celebrate Quality Geography • Offera framework for reflection and evaluation • Provide a powerful tool for subject leaders

  8. The Secondary Geography Quality Mark What’s in it for me? • Identify and celebrate good geography • Provide a framework for subject leaders to reflect and evaluate their curriculum • Provide a framework and a tool to help geography teachers clarify their own CPD needs • Improve for all pupils the quality of the educational experience through geography

  9. The Secondary Geography Quality Mark • How well do you know your department? • How well does the leadership team know your department? • What is this knowledge based on?

  10. About the pilot Sept 2006 – May 2007 42 schools involved in the pilot phase The 42 pilot schools are working to a framework with several aims; • testing and exploring ways to develop the process • testing and developing the framework • exploring the nature of evidence and what constitutes quality geography • Contribution to the development of the final documentation • Sept 07 production of a Tool Kit with a SEF, the SGQM, exemplar materials and CPD suggestions.

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

  12. How to plan, prepare and apply for the award • The subject leader and department complete a self- evaluation • This provides a visual overview of the current situation and helps to identify areas of development. • An action plan is produced • Register intention to apply for the Mark with the G.A. and pay the appropriate fee (to be decided) or register as an Associate member. 4. Begin working for the Mark at any time. 5. describe and explain evidence for each criterion and give the educational and geographical context of their school

  13. The Framework

  14. 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

  15. Comment from Pilot schools • …..We have always had an open mind as to what we teach and how we teach, preferring innovation and change to stagnation and repetition. So when we had the chance to pilot SGQM we knew we were undertaking a process of national importance – a sense of setting off into the unknown. • Personal and professional challenge ….. in what and how we were teaching. …….. SGQM came at just the right time to establish whether the department was on the right tracks. • If nothing else the application process has lead to some excellent departmental meetings with many useful outcomes. As a head of department I feel in more in touch with my team, department, and subject than ever before! Wow!!! The quality mark has focused our debates and has lead to some really honest / frank self-evaluation. • A valuable, reflective process of continuous improvement

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

  17. Where Next? • Be very excited! • Sign up as an Associate Member • This entitles you to support through the Secondary Geography Quality Mark forum of the VLE and access to all Quality Mark CPD

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