Developing a primary secondary fieldwork collaboration
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The document discusses the importance of enhancing student leadership through fieldwork in geography education, emphasizing that students need genuine leadership opportunities and deeper understanding of their local environment. It highlights the need for curriculum improvements and integrated revision practices, which can raise expectations and aid in student development. The authors encourage collaboration and innovation among educators to create engaging lesson sequences and challenge existing educational norms.
Developing a primary secondary fieldwork collaboration
- 1. ‘It’s not about fieldwork, it’s about geography, learning and a real audience’ Developing student leadership through fieldwork davidrogers.blog leahlists.co.uk @davidErogers @leah_moo David Rogers Leah Sharp
- 3. There is a lack of challenge in Year 7. Think past ’they haven’t done geography.’ They come to us as excellent writers and thinkers.
- 16. Aim: to produce a replicable, embedded sequence of lessons that meet the needs of the curriculum.
- 17. Why? 42% 63% 45% 69% 81% 64% 27% 18% 19% 0% 20% 40% 60% 80% 100% Gap Non-‐FSM pupils reaching expected level FSM reaching expected level School readiness at 5 Attainment at 11 Attainment at 16
- 18. Why?
- 19. Why Secondary? Lack of genuine leadership opportunities, plenty of jobs Curriculum - Year 8, 10, 11 - revisiting local area for the depth of knowledge. Interleaving. Revision for terminal examinations Memory theory – moving beyond re-reading and the highlighter – retrieval beats re-exposure Revision isn’t extra but an integrated part of lesson sequences Raise expectations New GCSE needs a deeper understanding of fieldwork, therefore more fieldwork
- 20. Why Primary? Opportunities out of school – cultural and social capital Knowledge of local area – expanding their contextual footprint Writing attainment lower Real audience is what is needed to up their game
- 22. How do I go about a geographical enquiry? Publish Produce your work Select the best Information Gather Information Ask questions Evaluate Questions answered? Criteria met? NoYes Start Here Who? Where? When? Why? What? How? What do you need to find out? How will you present the information? BIAS For and Against Audience PowerPoint, Publisher, Poster, Oral, Visual, Play, podcast, Video, Report.. Improve http://flickr.com/photos/milivoj
- 23. Teacher CPD Does Wivelsfield display the characteristics of the rural urban fringe? 11 Character of R/U Fringe 8 Feedback 10 Housing Need 10 Feedback 8 Urban Fieldwork Skills Further Reasoning Don’t build on our field! Are we in the Rural Urban Fringe? Fieldtrip External Audience - Geocaching Feedback and interleaving within secondarySecondaryPrimary
- 24. Year 11 start of the lesson – characteristics of the rural-urban fringe
- 25. Year 11 agreed list Year 4 letter Year 8 feedback
- 31. 4/23/17
- 36. Daily writing Whole school development plan Falling behind Low expectations Continuation
- 38. Coffee Shops Pubs Selection of tools Planning documents Sharing information Media Outcomes Mozilla X-ray Googles
- 39. Insanity: doing the same thing over and over again and expecting different results
- 40. Face to face meetings Weather Job changes Teacher knowledge Attendance Barriers we discovered Face to face meetings Weather Job changes Teacher knowledge Attendance
- 42. Time ‘Health and safety’ Will secondary take the results seriously? Focus on SATs Primary subject knowledge Some primaries don’t do geography Barriers from Twitter Time ‘Health and safety’ Will secondary take the results seriously? Focus on SATs Primary subject knowledge Some primaries don’t do geography
- 43. Saturday 1st July 2017 Brighton
- 44. Why successful? Well planned, embedded sequence of lessons SLT support Focus on learning and children
- 46. #beermatgeog Challenge: have a conversation;; come up with a plan;; commit by tweeting a selfie with a beer mat pledge @davidErogers @leah_moo