The document discusses several key ideas about teaching geography: - Geography stimulates interest in places and helps make sense of a changing world by explaining how places form and how people and environments interact. It encourages questioning and critical thinking about issues affecting the world. - Fieldwork is an essential element, and geography teaches students to think spatially using maps and technology to analyze information. It inspires students to become global citizens by exploring their role and responsibilities to other people and the environment. - The document emphasizes the importance of "thinking geographically" and using key concepts and ideas to understand connections between places and scales and see that complex issues have no simple answers. It also stresses making geography relevant to students' own

1. Teachers as “curriculum makers”

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

3. The two largest islands of the British Isles Capital cities The six largest cities in the UK Four important regional centres, by population The six largest mountain areas in the UK The three longest rivers in the UK The largest countries in Europe, by area The six most densely inhabited countries in Europe The largest mountain range in Europe The two longest rivers in Europe The four largest seas around Europe The continents Two countries from each continent with the biggest population, area, GNP, population density The six countries in Europe with the highest population The nine largest world cities The three largest mountain ranges in the world The four longest rivers in the world The largest desert in the world Cities with the highest population in each continent Did you mark these places on your map? According to the ‘old’ NC, these places are so significant that they should be studied by all KS3 learners!

5. Underpinned by Key Concepts Thinking Geographically Learning Activity How does this take the learner beyond what they already know? Curriculum Making Student Experiences Geography: the subject Teacher Choices

7. Key Concepts at KS3 Overarching concepts The ‘architecture’ of the subject. Less useful in short term planning Second Order concepts Underpin the ways in which we approach the content as geographers May need to be taught in a more explicit way eg. sustainability

8. Key Processes

9. Caveat.... ...if pupils are discussing the rainforests of Brazil they should know where Brazil is and some of the economic and other pressures on that country which are factors in decisions made about the use of land. It is taking the study of attitudes in Geography too far if one tests pupils' knowledge about other peoples attitudes to somewhere without knowing much about where that somewhere is or what the attitudes are for... Kenneth Clarke, Secretary of State for Education, speaking at the RGS in 1991

10. Curriculum Making & Young People “..we want students to realise that geography can be ‘about them’, growing up in the world...” Living Geography Geography that is made to come alive for children It builds on an understanding of children’s ‘everyday geographies’ and helps to enhance geographical imagination and thinking Concerned with their lives, their futures, their world Often starts with local but is set in the context of the global (community) Concerned with how their world is changing and whether this will lead to a more sustainable future for ALL

11. What is the ‘Geography’ that YOUR students are living ? Geographers do not just see a place as an ‘objective thing’ in the world that can be described and explained as they build up geographical knowledge. ‘ Place’ is also experienced on a personal and deeply emotional level. Eleanor Rawling

13. “ I believe that geographical knowledge cannot simply be ‘delivered’ to students. Students need to be actively involved in making sense of it for themselves. This involves connecting new information and ideas with what they already know and understand (Barnes and Todd, 1995). So the sense that students make of what they study will depend on the connections they make, and this varies considerably as each individual brings to the classroom different direct and indirect experiences, and different ways of thinking about the world. The role of language and talk between teacher and student is crucial in this process of making sense.” Margaret Roberts

15. Surfers try to rescue drowning migrants as boat capsizes off Canary Islands Rescuers pull corpses from sea as search for up to 28 missing adults and children continues guardian.co.uk , Monday 16 February 2009 13.50 GMT

17. Margaret Roberts “cycle”...