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My Learning J ourney T hrough YPG

My Learning J ourney T hrough YPG. “ Schools today are expected to give their students a real voice, and those that do so are reaping the benefits .” (The Guardian, Tuesday 28 th November, 2006).

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My Learning J ourney T hrough YPG

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  1. My Learning Journey Through YPG “Schools today are expected to give their students a real voice, and those that do so are reaping the benefits.” (The Guardian, Tuesday 28th November, 2006) “We couldn’t just say anything, it had to be related to geography; we needed someone to guide us and that’s what the teacher did and that made it better” (Student – YPG website)

  2. YPG in Practice 1. What makes a good Geographer?

  3. Pupil’s YPG Products

  4. Thinking For Learning... A Students Learning Journey. 1. My Big Question is... 2. I found out about my Big Question by... 3. I’ve learned... 4. Have you enjoyed it? Why or why not?...

  5. A Pupil’s Viewpoint

  6. 2. Defining and focussing students ideas and/or questions about their lived geographies – making plans to research them 1. Teachers engage with students and their lived geographies through conversation 2 Focusing on young people’s lived geographies 1 Initial a YPG approach 3. Research stage of ideas/questions/issues of concern. Contribution is made to their chosen investigation/enquiry 4. Students communicate, share and evaluate their new knowledge and understanding with others 3 Researching young people’s lived geographies 4 Communicating, evaluating and reviewing

  7. Spot the Difference? Has YPG always had a place in the classroom? And, if this is the case, is it any different to Geographical Enquiry, which has been in practice since the first curriculum? Perhaps the only difference is a link to a lived geography for the individual!

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