Primary History & Geography: coverage and progression
Primary History & Geography: coverage and progression The Treasure House, Beverley 22nd May 2014 9:30 4:00 Agenda 9:45 11:00 Coverage expectations of the new curriculum Jinny Crossley-Klinck School Library Service - what's available Kevin Cooper, Schools Library Service Down the line: Research based on Longitude Ann Walker
11:15 12:30 Museums Service developments - using artefacts and sites in the East Riding Sarah Hammond, Treasure House Education Officer 13:30 14:30 Planning a unit of work for history or geography Ann Walker, Schools Library Service Manager The core curriculum?
Is it En/Ma/Sci? (the DfE definition) What are basic/transferable/cross curricular skills? So what subjects form the framework of the Primary School curriculum? Raising the profile Ofsted: history for all, March2011
much that was good and outstanding use of ICT much more evident . and pupils take greater responsibility for their own learning. generally taught well and the subject was well led. Most pupils enjoyed well-planned lessons that extended their knowledge, challenged their thinking and enhanced their understanding. Most pupils reached the end of Key Stage 2 with detailed knowledge derived from well-taught studies of individual topics. However, some pupils found it difficult to place the historical episodes they had studied within any coherent, long-term narrative. They did not have an overview. .so they found it difficult to link developments together. ..many primary teachers lack adequate subject knowledge beyond the
specific elements that they taught. The curriculum structure for primary schools was itself episodic and militated against pupils grasping such an overview. There is a pressing need for 1. better professional development 2. for the curriculum to provide overview as well as in-depth topics so that children grasp the coherent chronological framework for the separate periods and events that they study. Ofsted geography 2011: learning to make a world of difference pupils progress uneven across classes more or less disappearing in 1 in 10 schools (often using themes) primary teachers weak knowledge, lack of confidence in teaching
insufficient subject-specific training limited use of topical events or geographical information systems 50% were not using geography to support pupils role in their locality, their country or the wider world Feb 2011 and best practice is where: HTs acknowledge the value of geography there is a subject action plan subject-specific training is provided the curriculum is monitored to ensure coverage and progression
CPD is offered through the Action Plan for Geography Feb 2011 ofsted recommendations 2011 Focus on core knowledge Develop a sense of place Identify subject content in a thematic approach Ensure coverage Provide support and professional development Plan frequent fieldwork Use new technology Recognise responsibilities for the locality, country and the global
community History/Geography in your school Join, use, share and disseminate Historical Association materials http://www.history.org.uk//index.php and the Geographical Association at http://www.geography.org.uk Keep it current/relevant http://www.firstnews.co.uk/
NC Expectations at KS1 Geography: My school/surroundings Weather and extreme climates Physical geography: continents, oceans, features Small area of the UK Small area of a nonEuropean country History Changes in living memory Significant events beyond living
memory Lives of significant individuals Significant events, people, places in the locality NC Expectations at KS2 Geography The local area A region of the UK A region of a European country A region within N/S
America Physical Geography History Stone to Iron Age Britain Roman Empire and its impact on Britain Settlement by Anglo-Saxons and Scots Viking & Anglo-Saxon to 1066 Local history study An aspect/theme over time Earliest civilizations Ancient Greece A non-European society (contrast)
Geography: resources to support the curriculum . Ref. Geography Association publications table (linked to the Key Stage expectations of the new curriculum) Location Knowled ge KS1 KS2 GA Resources
General geographi cal knowledge , position and significanc e North and South Poles Equator 4 Compass points N,S,E,W Locational language
Latitude, longitude, Equator, N. & S. hemispheres, Tropics Cancer & Capricorn, Arctic and Antarctic Circle, Prime / Greenwich Meridian & time zones. 8 Compass points, 4 & 6 figure grid references Geography Plus: Little Blue Plan et Global: name and locate: Seven continents&
five oceans Locate world's countries, Europe, (including location of Russia), Americas, concentrating on regions, key physical and human characteristics, countries, major cities. Geography Plus: Little Blue Planet KS1 Inflatable globe and activities to download Range of Collins atlases SuperScheme Basics Our World (KS1) Isle of Coll SuperScheme and map Looking at Europe SuperScheme UK:
Name, locate, identify: four countries and capitals of UK & surrounding seas. Counties, cities, geographical regions, characteristics, topographical features, land use & changes over time Geography Plus: The UK Fieldwork file SuperScheme Basics Our Farms, Our Journeys , Our shops (KS1) Geography Plus: Living in the Fre
ezer Inflatable globe GA member base maps / map ou tlines Range of Collins atlases Place knowledge Compare and contrast KS1 KS2 Local scale study UK & Non European country
Human / phys Global KS1 Regional comparison UK, European Geography Plus: Austral ia here we come KS1 country, North or South America Tocuaro, St Lucia, Chembakolli existing resources KS1 KS2 UK SKILLS
Identify hot and cold areas of the world in relation to equator and North and South Poles Identify seasonal and daily weather patterns Describe and understand key aspects of : Climate zones, biomes, vegetation belts, rivers, mountains, volcanoes, earthquakes, water cycle Types of settlement & land use, economic activity, trade links, distribution of natural resources:
energy, food, minerals, water cycle. KS1 KS2 Identify places Fieldwork, locate and describe using maps, using maps (including OS maps), atlases, globes2, atlases, globes, digital mapping, aerial images and measure, record and communicate plan perspectives, using a range of methods including make maps, devise maps, plans, graphs, writing at basic symbols, length. Fieldwork,
Geography Plus: Living i n the Freezer (KS2) Geography Plus: Little B lue Planet (KS1) Geography Plus: Food fo r thought (KS2) SuperSchemes: Investig ating rivers Fieldwork file Atlases and wall maps Resources Bringing the curriculum to life when first hand experience is more difficult! Whats out there? www.bbc.co.uk/learningzone/clips
School library service - what's available Kevin Cooper, Schools Library Service Down the line: research based on Longitude Ann Walker Coffee 11:00 11:15 Museums Service developments - using artefacts and sites in the East Riding Sarah Hammond, Treasure House Education Officer
LUNCH 12:30 13:30 Planning a unit of work for history or geography Ann Walker, Schools Library Service Manager Coffee 14:30 14:45 Progression in history and geography from Year 1 to Year 6 ISSUE: that only the core subjects address the issue of progression beyond that defined at KS1/KS2 How can we ensure that skills
and understanding are developing from Year 1 to Year 6? Subject aims: -essential for guiding the development of skills/understanding alongside knowledge Ensuring progression in planning Reflect on the subject aims for your subject Explore the (draft) models presented for progression in geography and history
Discuss and amend the models based on your knowledge/experience Reflect on the unit plan completed in the last session, the age/year group it was intended for and suggest where changes/additions are needed Plenary Completion of evaluations What needs to be done next in your school?
Generative Models. A generative model tries to learn the joint probability of the input data and labels simultaneously i.e. P(x,y). Potential to understand and explain the underlying structure of the input data even when there are no labels. 1. This...
Our Options. Dark matter really exists, and we are observing the effects of its gravitational attraction. Something is wrong with our understanding of gravity, causing us to mistakenly infer the existence of dark matter. ... Exotic Particles (WIMPs)
Discussion Outline. Committee charge: Committee will determine what Charlotte's Tree canopy goal(s) should be based upon new data: Consideration of the value of trees in the urban context, impact of trees on neighborhoods, the current tree ordinance and development standards,...
Understanding Society (UKHLS) is an initiative funded by the Economic and Social Research Council and various Government Departments, with scientific leadership by the Institute for Social and Economic Research, University of Essex, and survey delivery by NatCen Social Research and...
Connect-Ed Terminology: Big Ideas. Inquiry. Mindfulness. It's okay for teachers to be at different levels of fluency - We are a learning community! ... PLC's developed collaborative professional individual development plans. What Didn't Work.
Derecho Originario: el principio de igualdad de trato en torno dos ámbitos, con proyección en las relaciones laborales. Art. 157 TFUE: igualdad salarial mujeres y hombres (sí. tiene . efecto directo) Desarrollo: Directiva 2006/54, aplica la igualdad de trato en...
Arial Calibri Default Design Pleural Membranes & Pleural Cavity Gross Anatomy of Lungs Trachea and Bronchial Tree BOYLE'S LAW Expiration Inspiration Respiratory Infections Mechanics of Respiration Double Blood Supply to the Lungs Oxygen Transport in the Blood Tracheotomy and Intubation...
Ready to download the document? Go ahead and hit continue!