Quality Geography for All

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Quality Geography for All
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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 does a quality geography curriculum look
  like?
• What do pupils say after a quality geography
  lesson?

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• Quality Geography in Practice

Examples from Quality Mark pilot schools.
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The study of geography stimulates an interest in
and a sense of wonder about places. It helps
young people make sense of a complex and
dynamically changing world. It explains where
places are, how places and landscapes are formed,
how people and their environment interact, and
how a diverse range of economies, societies and
environments are interconnected. It builds on
pupils own experiences to investigate places at
all scales, from the personal to the global.
Geographical enquiry encourages questioning,
investigation and critical thinking about issues
affecting the world and peoples lives, now and
in the future. Fieldwork is an essential element
of this. Pupils learn to think spatially and use
maps, visual images and new technologies,
including geographical information systems (GIS),
to obtain, present and analyse information.
Geography inspires pupils to become global
citizens by exploring their own place in the
world, their values and their responsibilities to
other people, to the environment and to the
sustainability of the planet.
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A word from David Lambert...

• Pupils cannot be taught simply to think. They
  have to have something to think about. If this
  something is trivial, irrelevant or out of date
  then the education process will be devalued and
  impoverished. After the novelty of the initial
  pedagogic adventure, students will lose interest.
  And of course formulaic approaches, no matter how
  active and engaging, can soon lose that sense of
  adventure.

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Introducing the Secondary Geography Quality Mark

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The Secondary Geography Quality Mark

• The overarching strength of the
• Quality Mark is its capacity to act
• as an effective
• lever of change
  
• for the development of geography
• in schools...
•  

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The Secondary Geography Quality Mark
Supporting geography departments in creating and
extending the geography curriculum experience for
all students. Part of a self-evaluation
framework to support development at
KS3 Indicators to enable teachers to think
creatively and critically about developing a
dynamic, relevant KS3 curriculum.
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The Secondary Geography Quality Mark

• Whats in it for me?
• Identify and celebrate good geography
• Provide a framework for subject leaders to
  analyse the curriculum and engage in curriculum
  making
• 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

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About the pilot

• Sept 2006 May 2007 schools involved in pilot
• 27 schools awarded the SGQM in September 2007
  who had
• tested and explored ways to develop the process
• tested and developed the framework
• explored the nature of evidence and what
  constitutes quality geography
• contributed to the development of the final
  documentation
• Ongoing production of a Tool Kit with a SEF,
  exemplar materials and CPD suggestions.

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Assessment

• The Quality Mark award is verified on the basis
  of written evidence preferably provided
  electronically.
• Centre of Excellence status dissemination of
  good practice and good geography
• e.g. Organisation of a local geography
  competition
• Planning and hosting CPD events for primary and
  / or secondary colleagues
• Guiding another school through the Quality Mark
  process
• http//www.geography.org.uk/secondary/secondaryqua
  litymark/

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How to plan, prepare and apply for the award
1. Collaboratively complete self- evaluation
using the criteria to establish the level which
best describes the quality of geography in your
school 2. Visual overview of the current
situation and helps to identify areas of
development 3. Produce action plan - stand
alone, or preferably, complement subject SEF/
school improvement plan. 4. Register intention to
apply for the Mark with the GA and pay the
appropriate fee 5. Begin collecting evidence,
maximum of TWO pieces for each of the criterion
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The Framework
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Using the Checklist
5a What level of quality has been achieved in the teaching and learning of Geography? Emerging Developed Enhancing
5ai) Places and topics are underpinned by a variety of types of geographical resources and media. These evidence a variety and range of perspectives.
5aii) Students become questioning learners through engaging in a range of enquiry activities, including decision making and dialogue.
5aiii) Students use geographical concepts confidently and in appropriate contexts, with the appropriate vocabulary.
5aiv) Students can demonstrate a sense of place through a knowledge and understanding of geographical concepts. This includes an understanding of interdependence between people and the physical environment.
5av) Lessons are suitably challenging and teachers aim to develop students capacity to learn independently by linking their learning to geographical concepts, trends and issues.
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Statement Department Example/s
1. What are the distinctive characteristics of Geography in your school?
1(a) Students relate geographical thinking with their everyday experiences, so that the relevance of geography is clear to them.
1(b) Students demonstrate an informed understanding of the geographys organising concepts such as place, interdependence, scale and process. The distinctiveness of geography is apparent.
1(c) The department is responsive to innovation in geography education and actively initiates developments in curriculum materials and organisation.
1(d) The department employs a variety of approaches to geography. These are regularly reviewed and evaluated for their effectiveness in supporting standards and achievement in geography
1(e) The KS3 curriculum incorporates the effective use of ICT, maps and fieldwork where appropriate. This should include GIS where possible and the use of high quality images and/or visualisation software.
Reflection and evaluation Why do we do it like this? How do we know it is successful? What is the impact on teaching and learning? Reflection and evaluation Why do we do it like this? How do we know it is successful? What is the impact on teaching and learning?
Possible area/s for development Possible area/s for development
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
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1. What are the distinctive characteristics of Geography in your school? 1. What are the distinctive characteristics of Geography in your school?
Criteria Exemplification and Examples
1(a) Students relate geographical thinking with their everyday experiences so that the relevance of geography is clear to them In the first week of Year 7 students complete a Passport which links places they have visited at a variety of scales (local, national and international) and their experiences (personal and via the media)
1(b) Students demonstrate an informed understanding of the geographys organising concepts such as place, interdependence, scale and process. The distinctiveness of geography is apparent Students undertake an End of Unit evaluation which helps to identify and demonstrate their appreciation and understanding of the concepts covered in the Unit of Study
1c) The department is responsive to innovation in geography education and actively initiates development in curriculum materials and organisation Inductive learning exercise on What is the EU? enables students to find out aspects at their own pace and level. They then are able to produce a piece of extended writing on the subject. Using the EU Opinion Poll questionnaire also allows them to add their own opinions. The use of movies in Starters, as for Australia Day provides stimulation to students.
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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.
• What was in it for you?
• Personal and professional challenge combined at
  a time of great change in what and how we were
  teaching. .. A thorough overhaul of our lessons
  was needed and SGQM came at just the right time
  to establish whether the department was on the
  right tracks.
• A valuable, reflective process of continuous
  improvement

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Administration costs (compare with INSET course
costs) Small schools lt750 pupils - 200 Medium
schools 750-1200 pupils - 300 Large schools
gt1200 pupils - 400 'This is self-run CPD par
excellence, for evidence from training
evaluations shows that the one-off day, run by
no-matter-how-inspiring a speaker, is generally
found less effective as CPD than that where
teachers themselves are the active participants,
engaged in working on a relevant topic'. (Quote
from Advisory Teacher)
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Where Next?

• Be enthused!
• Sign up to gain support through the Secondary
  Geography Quality Mark forum of the developing
  VLE and to access to all Quality Mark CPD

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Further information

• www.geography.org.uk/secondary/secondaryqualitymar
  k/
• www.geographyteachingtoday.org.uk/professional-rec
  ognition/introduction/

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Keep in touch

• sgqm_at_geography.org.uk
• juliebeattie_at_geography.org.uk

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Over to you...

• Use the criteria to identify what evidence you
  currently have that could contribute to a
  submission
• What benefits would the SGQM bring to your
  department and school?
• Discuss a strategy to convince your Department
  team and SMT of the value of the SGQM