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A teacher’s toolkit for Key Stage 3
GA Secondary Phase Committee
University of Surrey
29th March 2008
Expected outcomes
• Be familiar with key ‘tools’ or principles for planning a new Key Stage 3 curriculum
• Understand how to apply these to make good use of key concepts, processes, range and content and curriculum opportunities.
Selecting and justifying content
Planning using concepts
Framing questions for enquiry
• Do we have equal rights to resources?
• British or European?• Where does China go
from here?• What difference can we
make to the climate?• Is the Olympics the best
way to regenerate East London?
• Why is the population of the UK changing?
• Should I buy a Valentine’s rose?
• How are our lives connected with Africa?
• What are your views on landscapes?
• How can geographers make a difference?
Using geographical pedagogy
Make it personal
Ask the right questions
Address contentious issues
Detect bias in different media
Focus on real world place studies
Learn through talk
What to teach?
• What places, themes and issues will you include your new KS3 curriculum?
• What makes something geographically ‘significant’?• The scale?• Geographical extent/number affected?• If it is new? Enduring? Threatened?• Its importance for the future? Who’s future?• Its typicality? Uniqueness? Fragility?• Significance to you? Your learners? The world?
A teacher’s toolkit for KS3
Places
• Into Africa: how are our lives connected to Africa?
• Rise and rise of China: where does China go from here?
• British or European: who do you think you are?
Themes• Water works: do
we have equal rights to resources?
• Faster, higher, stronger: are the Olympics the best way to regenerate East London?
• A thorny issue: would you buy a Valentine’s rose?
• Look at it this way: what are your views on landscapes?
Issues• Change the
world: what difference can we make to climate?
• Moving stories: why is the UK’s population changing?
• Future floods: can geographers make a difference?
Author workshops
A chance to explore how authors:
• have shaped their content
• used concepts and processes
• made their pedagogy explicit
Some Toolkit titles explored
Session plenary
• What are the outcomes from this session?
• What have we decided about key planning processes?
• What are our next steps?
• http://geographytoolkit.wordpress.com/