Transcript long-term planning ideas - Graduate School of Education

Session Five
Medium and long term
planning
Jim Rogers
Aims
to consider the nature, importance and processes of
curriculum planning in the medium- and long-term;
to consider the processes planning at a variety of scales,
with examples of good practice;
to engage with the planning principles of the Key Stage 3
National Curriculum in relation to geography.
to consider why we teach what we teach in geography
Objectives
understand planning as a hierarchy, from national
policies to the individual teacher, with National
Curriculum and Awarding Body requirements
coming between;
appreciate that the particular context of the school
and its pupils should be taken into account when
planning schemes of work.
understand how assessment opportunities should
be integral to planning, and should be used to
guide what happens next;
know how to plan for progression in children's
learning by addressing curriculum continuity.
What makes a good
geographer?
Task:
What skills should a good geographer posses?
What is geographically significant?
What is long term
planning?
a long-term plan is the planned programme of
work for a subject across the school, covering
one or more key stages.
Long-term planning for a subject happens in the
context of a school's overall curriculum plan.
Long term plans can build from KS2
experiences, and build towards KS4 and KS5
demands. (Consider the KS2 experience session
2).
What is medium-term
planning?
a medium-term plan is a planned sequence of work
sometimes called a scheme of work.
Medium-term plans identify:
learning objectives
outcomes and indicate the activities that will enable these
to be achieved
a sequence of activities that will promote progression
information about the amount of time needed to cover the
objectives
What factors can influence
planning?
Task: consider what factors influence planning. 5 mins
Pupils – age range, ability, class sizes.
Department – size, specialist/non – specialist, experience/interest/strengths, resourcing.
School – ethos, cross-curricular links, assessment reporting, whole school plans,
timetabling.
Local community/landscape.
Politics. THE NATIONAL CURRICULUM!
Partnerships i.e. Eden Project, international links/trips, professional organisations.
Research…should influence! Re: Geographical Association – Teaching Geography.
So what is good planning?
Task: consider what makes good planning.
Challenging
Engaging
Rigorous
Allows for progression
How do you plan?
Do you plan by
Theme?
Place?
Assessment activity?
Concept?
What is enquiry?
It is a sequence of lessons where students build
knowledge, understanding and skills to answer a
particular question.
Question is stated at the beginning.
A good enquiry question makes you want to answer it!
Outcomes could be…
Assessment could be by peers or self.
Assessment criteria should always be transparent.
The concepts:

Drive planning

Shape learning

Encourage our
pupils to think
geographically.
KEY PROCESSES
Group task – long-term planning ideas
Might be used at a departmental meeting with a bank of possible ideas
Group task – long-term planning ideas
Sensing Places
Our restless Earth
Map skills using free
OS maps
Weather and
climate
Our Global Future and Sustainable
Communities
Individual
enquiry –
measuring
the weather
Our Unequal
Planet
Medium term planning
Task:
Using the medium term planning guide, the outline guide, and possibly the enquiry
questions, the National Curriculum, and your own wealth of experience
and knowledge design;
1.
An outline for ks3 geography for years 7-9.
2.
One unit/scheme of work.
Consider the timescale, concepts, processes and possible forms of assessment
you will cover. Don’t worry about resources! Will it be enquiry or concept
driven?
N.B. Your group will present this to the others at the end of the session.
Extension activity: design your assessment and mark scheme. Consider what
enquiry questions could be asked…
A clear picture showing the key stage 3 journey.
Clear conceptual
themes that develop
over a key stage
St. Bernard's School –
THE HUMAN WORLD
new secondary geography curriculum (1st draft)
Globalisation
issues
eg. fashion,
MacDonalds
MY PLACE IN THE WORLD
Tourism
issues
Development,
Trade and Aid
Energy
issues
(various
scales)
Population &
migration
Human
processes: Map skills &
eg. crime, settlement
retail, sport)
Y7
Actions &
effects: food
miles, NPs,
local issues
Ecosystems
under threat
eg. TRF,
Antarctica
Global issues eg.
climate change
THREATENED WORLD
Y8
Y9
Rivers &
flooding
Weather &
weather
extremes
Tectonics
(earthquakes and
volcanoes)
DANGEROUS WORLD
This draft 2-year scheme from a Bucks school is aiming for a logical sequence of units within Y7. Three broad themes
(leisure landscapes, risky landscapes, and urban landscapes) are all started at local level, then taken further afield.
What is
Rubbish geography?
Recycling –
various scales
Further afield –
growth of Dubai
New local
park: enquiry
(fwk)
Draft 2 year
KS3 scheme
Adventure
landscapes
in the UK
(Y7, Y8)
Growth of Aylesbury
planning issues
Paradise Lost
(Thailand)
Introduction to
“risk” (local)
Settlement: local fwk
- shops & services
(Wendover)
Hurricane
Katrina
Causes of global
climate change
2007
UK
floods
Y8 detail is still to be planned