Young People’s Geographies

1. Young People’s Geographies

2. What will be discussed... • Voicing my opinions, thoughts and concerns on YPG • Beginning of school visits • Interview with students • Observation of SEN students • Preparation of planning • My Conclusion

3. My opinions, thoughts and concerns When I first began to research into YPG Geography and its slippery slope Do Students have the relevant skills? How would in actually work in the classroom?

4. When I got into schools Self prepared questions to find out how YPG worked inside the classroom Was St. Roberts previous and current YPG lessons successful/ unsuccessful and why? Does it have correlation to the schools available resources, facilities, support, working ability of students St. Roberts previous success with YPG Does this work with a range of different classes?...Monitor over the six week visits

5. Interview with top set year eight YPG students(See handout) YPG module on ‘Water World’ What Students liked/ disliked about YPG Accomplishing all of its aims: to stimulate, excited, be relevant, and involve individuals’ lived geographies’ and to change the views of Geography as a subject. But!!! Fear of what people would think of their ideas

6. Observing Year Sevens • Observation of SEN year Seven students • Questions?! • How could these students cope with YPG? • Small steps towards the whole of YPG

7. Started to plan! Main aims were to: Have several activities throughout lessons Make sure Learning Intensions/ Objectives were achievable Try and get more group and pair work into the lessons Differentiate work Finally, Make sure it involves pupils ‘lived Geographies’

8. A lesson PowerPoint presentation

9. How do we pollute our environment?

10. Learning Intentions Success Criteria: -To justify how we pollute our environment, maybe even by travelling to school. -Identify the areas within St. Roberts school that pollutes the environment. -To speculate what solutions we could put into place. To recognise the roles that we play on polluting the environment. To form opinions on how we can reduce the pollution.

11. To start…school journey My Journey to school this morning... Do you pollute the environment travelling to school? Success Criteria: Complete the worksheet in 2 minutes with your partner, describing the way you commute to school.

12. Task… Mapping Your task: You are to plot areas onto school map where the school pollutes the environment and why they pollute the environment. You then are going to explain ways in which the school could reduce pollution. To be successful: You MUSTlabel as many areas you can think of which pollutes the environment. You SHOULD describe ways of reducing the pollution. You COULDtry and compare results with another group.

13. To finish… speculate solutions Are these statements good or bad? Use your voting cards to show your answer!! To reduce, reuse, and recycle things in your house. Travelling to school by car, instead of public transport or walking. Throw trash in the proper places Cut the plastic ties on can so they don't hurt animals in case the ties in up in the bay Throwing litter on the ground Conserve energy - turn off lights when you leave the room. Turning central heating off on warm day If you believe a statement is true put your voting thumbs up. If you believe the statement is false put your voting thumbs down!

14. Learning Intentions Reviewed Success Criteria: -To justify how we pollute our environment, maybe even by travelling to school. -Identify the areas within St. Roberts school that pollutes the environment. -To speculate what solutions we could put into place. To recognise the roles that we play on polluting the environment. To form opinions on how we can reduce the pollution. To show that you have fully understood today's lesson answer the evaluation sheet given.

15. Evaluation of Lesson The lesson ideas were created in an attempt to try and integrate YPG and their ‘Lived Geographies’ without the element of asking them what they wanted to learn. It was still relevant to their lives and stimulating as they were researching the facts of pollutes, as well as identifying things that could be done to preserve the environment. It challenged them to think of their ‘Lived Geographies’ - But not on their own, Yet!!

16. The lesson ideas were created in an attempt to try and integrate YPG and their ‘Lived Geographies’ without the element of asking them what they wanted to learn. It was still relevant to their lives and stimulating as they were researching the facts of pollutes, as well as identifying things that could be done to preserve the environment. It challenged them to think of their ‘Lived Geographies’ - But not on their own, Yet!!

17. Conclusion….. Is YPG achievable way of learning for students of lower learning abilities? Could it be that they need time to build the skills to create their own curriculum? Every year is different... G.C.S.E and A-Level migration to YPG... Is the content of a topic going to be lost Is this feasible for teachers to do each year?

18. YPG = INGENIOUS However when its done the right way!!!