GA Conference 2014

1. GA Conference 2014 Secondary Phase Committee (SPC) Literacy: the writing is on the wall

2. Hands on workshop which will consider the characteristics of successful writers of geography; • using talk to support learning; • examples of good geographical writing activities.

3. Presenters • Geographical Association’s Secondary Phase Committee (SPC) • Kathryn Stephenson • Alan Parkinson • Gary Dawson • Stephen Schwab – paper based case study resources. Supporting literacy through geography and geography through literacy. • Provided at end of session

4. Literacy in geography matters

5. Literacy in geography matters • Can you guess what some students wrote? • Source: Leigh M. et al (2013), ‘Must Try harder’,

6. Question. What is the hottest recorded desert?

7. Question. What is the hottest recorded desert? Answer. My nan’s apple pie.

8. Question. • What does the Richter Scale measure?

9. Question. • What does the Richter Scale measure? • Answer. • How much money you’ve got.

10. Question. • What is a flood plain?

11. Question. • What is a flood plain? • Answer. • When it takes off and crashes into the sea.

12. Question. • What term is given to the study of population statistics and trends?

13. Question. • What term is given to the study of population statistics and trends? • Answer. • Demongraphics

14. From Vincent Stanley ‘Classic Classroom Clangers’ • Question. • What is the correct name for the method of providing water for crops in dry areas?

15. Question. • What is the correct name for the method of providing water for crops in dry areas? • Answer. • Irritation

16. Question. • What is the equator?

17. Question. • What is the equator? • Answer. • It is a menagerie lion running around the Earth through Africa

18. Question. • Name the five continents.

19. Question. • Name the five continents. • Answer. • a, e, i, o, u.

20. Why geographical literacy matters • From new NC • communicate geographical information in a variety of ways, including through maps and writing at length

21. 1/ Which answer is best and why? • Compare the two examples of writing. • Then discuss with a partner or in threes. journalism.emory.edu No mark scheme provided – you use your own criteria!

22. Feedback • 1/ Which answer is best and why? • Compare the two examples of writing. journalism.emory.edu No mark scheme provided – you use your own criteria!

23. Carousel • the characteristics of successful writers of geography; • using talk to support learning; • examples of good geographical writing activities. • Time 10 mins. each www.burnstomachfat101.com

24. How important is literacy in geographical writing? KS3 Level descriptions and GSCE/A level mark schemes VCOP – Vocabulary, Connectives, Openers, punctuation http://pbsasmahb.blogspot.co.uk/2013/07/my-connectives-poster.html highheelsandhighnotes.wordpress.com

25. Connectives for…addition • and • also

26. Connectives for…illustration • For example... • For instance... • Specifically... • To illustrate... • Such as... • According to… • As shown by…

27. Connectives for…comparing and contrasting • But... • Despite... • Yet... • However... • Alternatively... • Still... • Although... • Unless... • Otherwise... • By contrast... • Rather... • Contrarily.... • Whereas… • Compared with…

28. Connectives for…explaining (cause and effect) • Because… • Due to… • So… • Depending on… • Therefore… • Consequently… • Since… • As a result of…

29. Connectives for…emphasis • Above all... • Essentially... • Clearly... • Most of all... • Especially.... • Primarily.... • Particularly... • In large.... • Significantly

30. Connectives for…sequencing • To begin with… • In the first place... • First and foremost…. • Primarily… • Firstly… • Next… • Secondly… • Thirdly… • Lastly… • Finally… • After this it can be seen… • Because…

31. Connectives for…summarising • Naturally… • Of course… • In conclusion… • Finally… • Consequently… • When all factors are taken in to account… • Subsequently… • Therefore... • Thus... • We can conclude that.. • Finally, it can be seen…

32. How important is literacy in geographical writing? KS3 Level descriptions and GSCE/A level mark schemes http://pbsasmahb.blogspot.co.uk/2013/07/my-connectives-poster.html

33. KS3 National Curriculum Level 8 • Pupils use their knowledge and understanding of the geography of the UK and the wider world to analyse the physical and human characteristics of places. They explain changes in the characteristics of places over time by drawing on their knowledge and understanding of a wide range of locations, contexts and scales. They analyse the interactions within and between physical and human processes and show how these interactions create diversity and interdependence and help change places and environments. They describe and analyse the geographical patterns these interactions create at a range of scales and the changes that result. They analyse different approaches to developing places and environments and explain the causes and consequences of environmental change. They understand how the interaction between people and environments can result in complex and unintended changes. They understand and describe a range of views about environmental interaction. Drawing on their knowledge and understanding, they show independence in identifying appropriate geographical questions and issues, and in using an effective sequence of investigation. They select a wide range of skills and use them effectively and accurately. They evaluate sources of evidence critically before using them in their investigations. They present full and coherently argued summaries of their investigations and reach substantiated conclusions.

34. Generic GCSE AQA A Level 3 answers(A/A*) • Knowledge of accurate information appropriately contextualised an/or at correct scale • Detailed understanding, supported by relevant evidence and exemplars • Well organised, demonstrating detailed linkages and the inter-relationships between factors • Clear and fluid expression of ideas in a logical form; uses a wide range of specialist terms where appropriate • Accurate use of spelling, punctuation and grammar

35. A level Edexcel Jan 2010 (Example exam question) • (b) Evaluate the role of different global organisations in narrowing the development gap (15) • Level 4 (A-A*) • Carefully structured. Detailed, supporteddiscussion which recognises that the gap is most likely widening and narrowing at the same time. Explanations are always clear. Geographical terminology is used with accuracy. Grammar, punctuation and spelling errors are very rare.

36. What connectives would you expect students to use when answering specific ‘command’ style questions? • Have a go at filling in the table – work in groups/pairs.

37. Look back… Use the connectives table to help • What types of connectives do the two students use? • Impact on quality?

38. Does the range of connectives used impact on quality? • Is there a hierarchy of connectives?

39. Polehampton C. of. E School

41. When writing answers what connectives allow students access to the higher levels? • Consider working with students to develop their language of explanation, assessment or discussion. (or other command terms). • Consider working with students to develop the range of connectives they use.

42. Carousel • the characteristics of successful writers of geography; • using talk to support learning; • Examples of good geographical writing activities. • Time 10 mins? www.burnstomachfat101.com

43. The nearly there task • The writing is on the wall task • Will write up ideas….include in PowerPoint and place on GA website

44. Weaker writing in geography is the result of…. The best writing of geography is the result of….

45. Weaker writing in geography is the result of…. The best writing of geography is the result of…. Review

46. Weaker writing in geography is the result of….

47. The best writing of geography is the result of…. Clarity of analysis Evaluation Uses connectives Clear structure Linking to other statements True evidence of understanding by referring to specific examples Enough time to plan and write using a framework Use of correct geographical terminology Creative techniques that tie literacy into geographical content, and the curriculum. Mastery of content. Variety of connectives Adhering to and understanding command words, and the question Pupils engaged by resources and topic Good support from teachers Stimulating resources Substantiated conclusions Place themselves into the answer Well planned Synopticity Not forgetting to PEE Ideas developed and explained • The ability to see geography holistically, linking real life to classroom content • Result of excellent literacy skills and SPAG as well as understanding key concepts in Geography. • Being able to use connectives successfully. • Creating synoptic links • Lack of boundaries between human and physical concepts • Pupils who read well, with real understanding • Wide range of vocabulary and connectives. • Key terms being used well • Writing concisely • Using key words from question • Engaging topics • Clarity • Allowing creative freedom within constraints • Pupils who read well tend to have more confidence with writing. • Use of thesaurus and dictionaries • Lots of reading • Links to key terms • Fact-packed • Well structured

48. Hands on workshop which will consider the characteristics of successful writers of geography; • using talk to support learning; • examples of good geographical writing activities.

49. Feedback on session • Post-it review • 5 to 1 • 5 top and 1 bottom • Please give a reason Thank you and enjoy the rest of the conference.

50. Weaker writing in geography is the result of…