Action Plan for Geography

1
Action Plan for Geography

• Enhancing the curriculum through ICT

2

• Outline aims of project
• Go through the project lesson to lesson
• Show some of examples of ICT presentations
• Evaluation from kids and me

3
The main aims of the project

• Accessing the Curriculum
• Changes to national curriculum
• Awareness of environmental concerns in local area
  to fit in with Year 8 scheme of work

4
Accessing the Curriculum

• The Action Plan for Geography (APG) is a two year
  programme funded by the Department for Education
  and Skills and led jointly and equally by the GA
  and RGS-IBG. It aims to inspire and support
  teachers in their task to inform, engage and
  enthuse young people with geography, and its
  activities and resources will be available for
  all primary and secondary teachers in England.
• This recognises the need for well trained,
  up-to-date and enthusiastic teachers who
  understand and can use geography to help young
  people become confident in their learning,
  informed about the world around them, and
  responsible, productive, active citizens.

5
Accessing the Curriculum

• Through ICT
• What is the relationship between ICT and
  geography? For example, we could ask about
• The impact that ICT has had on what you teach
  about in geography
• The reason why you use that software for that
  topic with that year group
• How to develop geographical understanding through
  pupils use and experience of technology
• To develop the potential of geography through the
  use of ICT.

6
Changes to national curriculum

• Use of concepts to formulate the curriculum
  around.
• Place Where places are and why they are
  different showing how social, economic and
  environmental forces combine to create
  distinctive and diverse localities.
• Connectedness How physical and human
  environments are related and how human actions
  impact on the environment, so helping young
  people to understand the need for a sustainable
  future.
• Scale Understanding different scales from
  local to national to worldwide which is
  essential in understanding interdependence and
  global change.
• Process Why and how the worlds environments,
  societies and landscapes are changing geography
  is dynamic.
• Skills How to investigate the world for
  themselves team work in the field, using maps,
  analysing data, problem solving and using ICT
  and an awareness of social and environmental
  responsibility.

7
Awareness of environmental concerns in local area
to fit in with Year 8 scheme of work

• Current scheme of work looks at environmental
  concerns on a number of levels
• Local level using the following key
  geographical concepts
• place and environmental interaction

8
My Local Environment

• Aim of the Enquiry
• To find out the levels of environmental problems
  in your local area.
• Objectives
• To have an appreciation of the environmental
  issues in local area
• To learn how to do a thorough geographical
  enquiry
• To conduct some environmental fieldwork to
  encourage awareness of the local area
• To use a choice of ICT techniques to display the
  enquiry
• ICT techniques to be used
• Word processing, excel spreadsheets and graphs,
  digital cameras, power point, movie maker

9
Lesson 1

• Started with a movie clip on local environmental
  problems
• Tasks outlined
• Enquiry process explained
• Students in groups
• Hypotheses decided on
• Level criteria explained
• Students to word process their introductions
• Types of ICT to be used outlined

10
(No Transcript)
11
(No Transcript)
12
Lesson 2

• Fieldwork hour
• Environmental quality surveys
• Traffic counts
• Litter counts
• Photographs
• 6 different sites between school and the high
  street.
• Homework to complete a 6th site

13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
Lesson 3

• Back in school
• Pupils spent a lesson presenting their data using
  Excel.
• They were asked to produce graphs that would
  correspond with either proving or disproving
  their hypotheses.

22

• Adams graph corresponded with his hypothesis
  the most litter will be found at site 3

23

• Alexs chart corresponded with his hypothesis
  that most cars will be found at site 6

24

• Lizzis graph helps her to analyse what type of
  litter is found in Wootton Bassett

25
Lesson 4

• Data analysis and conclusion to be word processed
• Lesson 5
• Students started to plan their presentations

26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
(No Transcript)
31
Lesson 6

• Presentations
• Evaluations

32
Pupils evaluation

• What part of the project did you enjoy most?
• 21 said collecting data out of school
• 11 said making the presentations on the computer
• Interesting points fieldwork rather than
  computers
• What do you feel you have learnt?
• 15 said local environmental awareness
• 9 said general environmental awareness
• 1 said how to do a geographical enquiry
• Interesting point good reflection on conceptual
  objectives

33
Pupils evaluation

• Did you enjoy using ICT
• 19 said yes
• 5 said no
• Reasons tended to be not working for no
• How could the project be improved?
• 2 said take more photos
• 11 said improve presentation skills
• 5 make the project longer
• 3 said increase the size of the study area
• 3 said avoid technical hitches

34
My evaluation

• Good stuff
• Pupils thoroughly engaged
• Good to do something completely different
• Pupils clearly learnt an awareness of place and
  environmental interaction
• Pupils directing their own learning
• Enjoyment through ICT
• ICT can aid learning
• Improvements
• Organisation / Time frame
• Liasing with ICT
• Too ICT heavy?
• Fieldwork

35
In conclusion

• ICT certainly has its place in the curriculum and
  lends itself well to Geography
• Mustnt take away from subject matter
• Geography is interesting in its own right and our
  enthusiasm is the primary way of getting kids to
  enjoy it.