Geography Subject Handbook
2015-2016
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Welcome students and mentors to the PGCE Geography course
Mary Biddulph
9514483
Room B78
mary.biddulph@nottingham.ac.uk
Carol Luetkemeier 9514430
Room B83
caroline.luetkemeier@nottingham.ac.uk
For students
Mary and Carol are your Geography tutors, one of whom will be your
personal Geography tutor for the duration of the PGCE course. This
tutor will oversee many aspects of your professional development
including TP supervision, assignment assessment and reference writing.
We have a clear commitment to working closely as a team and if, for a
particular reason you cannot see your personal tutor, please come and
see the tutor who is available at the time. We try to respond to e-mail
enquiries promptly, but this will not always be a ‘same-day’ response.
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Contents
Page Number
1. Ethos of Initial Teacher Education at the University of Nottingham
1.1
Aims of the course
1.2
Additional aims: The PGCE geography course
7
7
2. Course Expectations
2.1
Professional behaviour
2.2
Personal and Professional Development
2.3
Geography Timetable
2.4
Tutor Support
2.5
Moodle
2.6
Subject Knowledge Development
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9
10
11
11
11
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3. Course Structure: an overview
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4. Assessment: Task Guidance
4.1
University assignments: general guidance
4.2
Assignments and tasks to be completed
4.3
Pre-course Work
4.3.1 My learning in geography
4.3.2 Designing a subject knowledge webpage
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14
15
17
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5. Autumn Term: School Experience and University-based Work
5.1
Introduction to School Experience
5.2
Practical teaching
5.3
SEN Experience
5.4
Observation and feedback
5.5
Maintaining a Personal Learning Record teaching file
5.6
Assignment 1: A critical analysis of the school Geography curriculum.
What kinds of geographies are taught and learned in a secondary
school?
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19
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5.7
5.7.1
5.7.2
5.7.3
5.7.4
5.7.5
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24
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Geography Subject Tasks for the Autumn Term: 8 in total
Induction Day: 17th September 2015
Critical Incident
Lesson and teaching planning task
Lesson Planning for 19th October session
Young people’s own lived geographies.
Preparation for session on 19th October
5.7.6 Key Stage 3 Assessment Portfolio
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26
5.7.7
5.7.8
Asking question in the geography classroom
Exposition/explaining
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6.
6.1
6.2
6.3
6.4
Teaching Practice
Teaching Practice File: systems, weekly meetings, PLR
Lesson observation
A videoed GCSE lesson
Managing the workload
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30
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6.6
Geography assignments for TP
6.6.1 Assignment 2: Teaching Sensitive and Controversial Issues
6.6.2 Assignment 3: Planning & Evaluating a Scheme of Work
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6.7
6.7.1
6.7.2
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Geography subject tasks for Teaching Practice:
Teaching pupils for whom English is a second language
Joint English / Geography PGCE session: Literature and Place
6.7.3 School Exchange
6.7.4 Marking and Assessment
6.7.5 Teaching Skills Matrix – review
6.7.6 – 6.7.10 Separate tasks
6.7.11 Summer Term School-based Inquiry: Geography SBI task
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7. Fieldwork tasks and opportunities
7.1 Lea Green residential fieldwork
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8. Reading Educational Literature
8.1 Core Texts
8.2 Other Reading
8.3 Journals
8.4 Articles from Teaching Geography
8.5 Websites
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50
51
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9. Appendices
9.1 Teaching Approaches Matrix
9.2 Roles and Responsibilities
9.3 Teaching Standards
9.4 Advice on writing for assignments
9.5 PGCE Geography Lesson Observation Schedule
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63
67
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1. The Ethos of Initial Teacher Education (ITE) at the University of Nottingham
The ITE courses at the University of Nottingham educate teachers from diverse backgrounds, who are
committed to critical engagement with the goals of education and who are able to make considered and
thoughtful judgements about what is educationally worthwhile. These judgements are informed by an
evolving philosophy of education, which is shaped and re-shaped by scholarly research, debate and
intellectual curiosity.
We believe that teachers are committed to working in a variety of schools in diverse communities and that
they therefore serve as role models for the young people they teach. We also believe that all teachers’
practice is underpinned by a sense of responsibility towards the social, emotional and intellectual well-being
of children. This is in itself manifest in a passion for both teaching and subject discipline and in a desire to
support pupils in developing the qualities, skills and knowledge needed to succeed in a fast-changing world.
1.1 Aims of ITE courses
The courses will enable student teachers to develop:
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
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their professional confidence and identity as active members of the teaching community
positive relationships with young people, valuing them for who they are and what they bring to
education
the knowledge, skills, understanding and values necessary to becoming effective teachers
strategies to promote social justice through their teaching and by engaging more broadly with the
life of the school and its wider community
their own theories of learning and models of good practice through critical engagement with
theories of education , education policy and education practice
an understanding of the importance of maintaining an on-going association with developments in
their subject and the whole school curriculum in order to contribute to an imaginative curriculum
through challenging classroom teaching
the ability to critically reflect on their own practice and that of others and become part of a
collaborative community of inquiry
the responsibility for their continuing professional development.
1.2 Additional aims: PGCE Geography course
In addition the Geography PGCE course seeks to provide you with support and opportunities to develop as a
teacher by:
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developing an understanding of the changing nature of geography teaching and the implications
for schools and for pupils’ learning
developing an understanding of the changing nature of the geography curriculum and the forces
that shape and influence these changes
enabling you to think critically about the changing nature of academic geographies and how
these inform the school geography curriculum
preparing you to teach within and beyond the structure of the National Curriculum and
prescribed specifications at KS4 and post-16 level
extending your understanding of the curriculum beyond your main subject, especially within the
context of other Humanities subjects.
developing your understanding of the contribution that geography can make to wider curriculum
learning such as education for sustainable development and citizenship
developing your knowledge and understanding of the contribution of school geography to
developing students’ intellectual engagement with complex and often contentious issues.
preparing you for the assessment and recording of pupils’ progress in geography
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providing a context in which you are encouraged to participate in on-going debates about
geographical education via informal networks and professional networks such as the
Geographical Association.
All these are embodied in a commitment to equality of opportunity. You have both rights and
responsibilities as regards equality of opportunity, which are embodied in the concept of
‘professionalism’. As a new entrant to the profession you will be expected to both support and work
towards full equality of opportunity in all aspects of the PGCE year and beyond.
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2. Course Expectations
The PGCE course emphasises practical school-based training supported by university-based lectures,
workshops, seminars and tutorials. The course is divided into distinct, but interrelated parts (see table
below).
At the University the PGCE course involves:


the geography subject course: the specifics of teaching your chosen subject
the Schools and Society course concerned with cross-curricular and whole school studies including:
school improvement and school effectiveness, social issues in education, policy issues, school culture,
youth culture and identity amongst others.
These taught elements of the course are designed to give you the opportunity to consider a wide range of
educational and geography specific educational issues. The geography component of the course is related
mainly to the Learning and Teaching module and operates in conjunction with the Schools and Society
module.
Your time in schools will involve:
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a period of 'School Experience' (SE) during the Autumn Term, undertaking a variety of tasks and
observations and beginning to teach your subject
an eighteen-week period of Teaching Practice (TP) during the Spring and Summer Term, during which
you will teach up to two thirds of a conventional teaching load
'School-Based Inquiry' (SBI) at your TP school during the Summer Term, which is an opportunity to reflect
upon and develop skills and insights gained during the course.
2.1 Professional behaviour
Within geography subject sessions much of your work will be workshop-based and will require you to
actively participate in discussions, presentations and activities. You will also be expected to undertake a
certain amount of independent work both before and after sessions. This may involve reading articles or
book chapters or completing some reflective writing to inform your thinking and support your professional
development.
Attendance and punctuality
You are expected to attend all taught sessions at the university. It is vital that if you miss either a universitybased session or a day in school that:
 You let your tutor know why (in advance, if possible) by e-mail
 When in school you let your mentor/school-co-ordinator know as soon as possible and discuss
arrangements for teaching
 You make alternative arrangements to cover the learning you have missed.
Please be clear about the start and end times of all sessions in school and at the university - A diary is a
MUST!
Although work during subject sessions is not formally assessed, the profile you develop through these
sessions will obviously have a direct impact on the reference your personal tutor is able to write for you, a
copy of which will be available for you to view as you start applying for jobs.
Below are working documents to be maintained throughout the course. Here you should retain evidence of
the range of activities completed that contribute towards your professional development during the course.
You need to become familiar with the contents of each document as soon as possible.
Important documents to be maintained during the year:
1. Teaching Practice File
2. School Experience File
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3. Personal Learning Record (PLR) – activities and tutorial records associated with School Experience,
TP and SBI elements of the course
In SE and TP folders you will retain:
1.
2.
3.
4.
5.
6.
All lesson plans, resources and lesson evaluations
Evidence for assessment of pupils’ progress
Evidence of pastoral work undertaken
Evidence of additional experiences during school placements
Your SE Learning Record (observation activities) will we retained alongside your SE teaching file
Your ‘Lesson Observation Note Book’ - a record of any informal lesson feedback you receive.
Within Record of professional Development (RoPD) you will retain:
1.
2.
3.
4.
5.
6.
copies of all Professional Development (PD) tutorial discussions
copies of all formally assessed tasks: course assignments and tutor feedback sheets
hard copies of your Assessment Document through which your practical teaching is assessed
non-assessed geography subject tasks
Records of weekly meetings with your mentor
the reflective journal/critical incidents record
Reflective Journal
At the end of each week, in university and in school, you are expected to take some time to reflect on your
learning from university and school-based work and to record your thoughts in your reflective journal.
On the geography timetable for the Autumn term we pose a question for you to consider at the end of each
week. We ask that you write/record a response to the question, but you should also add any other thoughts
and reflections that you have had about your experiences that week.
Please keep up-to date with the Journal process as it will inform your PD tutorials. Further information is in
the whole course handbook on Moodle.
IMPORTANT
Whilst these documents provide valuable sources of evidence of your experiences and the quality with
which you are meeting expectations you are, in addition, expected to conduct yourself professionally at
ALL times on the course. This is in relation to both your work in schools and at the university and is
reflected in your professional approach to children/young people, colleagues in schools and your
colleagues at the university. Attendance and punctuality, appropriate personal presentation, appropriate
use of language, good communication skills and your overall sense of commitment are part and parcel of
being an effective professional teacher.
2.2 Personal and Professional Development: meeting the Standards for QTS
Within the PGCE Geography course you are expected to take a high level of responsibility for your own
professional development. Alongside this you have to demonstrate your competence in the Professional
Standards (QTS), which are specified by the Government. Professional Standards now cover all career stages
of the teaching profession. The QTS standards are sub-divided into two main areas:
 Teaching
 Personal and Professional Conduct
Only those student teachers who have met all of the standards will be awarded QTS.
Information about the QTS Standards can be found at:
http://www.education.gov.uk/schools/careers/traininganddevelopment/initial/b00205422/qtsanditt
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Evidence that you have achieved the Standards is gathered from a range of sources, including your School
Placements, Subject and Schools and Society sessions and assessed coursework.
Personal and professional development during the year is achieved through a range of processes, including:
•
active critical engagement in university sessions (both at a subject and ‘Schools and Society level
•
Professional Development (PD) tutorials with your designated Geography tutor
•
lesson observations and feedback from your mentors, other teachers and tutors
•
weekly meetings with mentors during school placements
•
structured self-evaluation and target-setting
•
engagement with the relationship between the theory and practice of education via the education
literature and assignment writing.
2.3 The Geography Timetable
The PGCE timetable not only outlines the overall structure of the course, but also details each of the subject
sessions AND any preparatory reading/work you need to undertake prior to the session. You need to ensure
that you consult the timetable on a regular basis so that you are clear about the expectations we have of
you prior to each session.
A copy of the timetable can be found on Moodle and on the Mentor and Co-ordinator website.
2.4 Tutor support and tutorials
During the course you will work with the two Geography tutors and your Schools and Society tutor. You will
be allocated a personal tutor from the geography team who will support you during School Experience and
Teaching Practice. This tutor also conducts your tutorials, assesses your four assignments and writes your
reference. Maintain regular contact with you tutor and ensure you check university e-mails daily.
You are expected to prepare for all tutorial discussions. For each meeting you will need to bring with you
1.
An updated subject knowledge audit.
2.
A review of previous targets set and evidence of how they have been achieved
3.
A draft set of new targets for discussion and modification
4.
Additional information as advised.
2.5 Moodle: The on-line environment for the course
Here you will find key course documentation and resources to enrich your studies during the year. In Moodle
you will find:
•
•
•
•
•
•

The PGCE Course Handbook
The PGCE Geography Handbook, observation schedule and other resources
Resources to support your Schools and Society work
The M-level Toolkit with advice on studying at M-level
The procedure for assignment submission via Moodle
A space for you to share resources with each other.
The PGCE Geography timetable
Moodle will also be the space where you can share resources with each other and participate in on-line
discussions with tutors and each other. You need to take the time to become familiar with Moodle.
https://moodle.nottingham.ac.uk/login/index.php
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2.6 Developing your subject knowledge (This is an on-going feature of the whole course and begins in the
Autumn Term)
All student teachers need to audit and develop their subject knowledge during the PGCE course. The diverse
nature of Geography means that beginning teachers of geography realise that they have a few ‘gaps’ in their
subject knowledge for teaching. In terms of ‘school geography’ these gaps have to be addressed. It is not an
option to ignore aspects of the National Curriculum programme of study, or the GCSE and AS/A2
specifications you are required to teach, on the grounds that you did not study them at university. Thus, in
your desire to become a teacher of geography you will also continue to be a learner of geography.
Furthermore, you will need to ‘reappraise’ your own conception of geography in addition to ‘filling in the
gaps’ in your subject knowledge. As an undergraduate you might well have studied geographies which are
not yet present in the school curriculum, i.e. ideas, concepts and theories only recently developed within the
discipline of geography itself. By way of illustration, you will not find much, ‘cultural geography’, ‘medical
geography’, ‘postcolonial geography’, ‘post-modern geography’, or ‘queer geography’ in the National
Curriculum or in GCSE and AS/A2 specifications. BUT you will find scope within school geography to
introduce such ideas if you wish. Of course you will have to justify this and introduce into lessons and
schemes of work such material and ideas in a form appropriate for secondary pupils. Some school geography
departments will expect this, others will not - each situation will present you with a significant professional
challenge.
That said, a disposition to continually work on your subject knowledge is part of being a good geography
teacher.
SUBJECT KNOWLEDGE audit
Please complete the audit and bring it with you to ALL Professional Development tutorials. This document
will need to be regularly updated as your subject knowledge for teaching develops. Maintain this
document in your PLR.
By completing a first audit (September), you will identify areas of subject knowledge that you need to
develop further during the PGCE year. School Experience and Teaching Practice may require other areas of
subject knowledge development.
There are numerous ways in which you can develop your subject knowledge during the course, including:
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peer support: being prepared to offer peers help ‘as an expert’ in a field; similarly being prepared
to ask for help from your peers
doing exam questions and model answers: working on past GCSE and AS/A2 examination
questions and the writing of model answers
reading and note making: reading of academic texts and journal articles and making notes
teaching a topic: involving reading and research which can help the development of your subject
knowledge
watching current affairs and educational TV programmes: these are useful in providing case
studies and/or in giving overviews of a subject area. Some may be suitable to use as teaching
resources as well. Get into the habit of watching and recording relevant current affairs and
educational programmes, and collecting potential teaching materials from all sources
following geography in the news: being aware of relevant news reports, record video clips.
When you come across relevant news events consider how you would interpret them for pupils
of different ages
internet: potentially a very useful source for developing your subject knowledge. Making the
most of technology and bookmark good websites that you find. The BBC website has good
revision pages for each subject at different key stages, with a facility for testing yourself
Geographical Association: It is worth joining the GA (it is cheaper while you are a student), and
subscribing to their magazines. The Teacher Education section of GA website will also be very
useful here.
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4. Course structure
Module 1: Learning
and Teaching
(M level assmt.)
Part A: :What kinds
of geographies are
taught and learned
in a secondary
school: A critical
analysis of the
school geography
curriculum
Presentation date:
8/9th December
2015
Part B: Learning
geography:
Fantastic
geographies
Submission date:
Monday 25th April
2016
Module 2: School
and Society
(M level assmt.)
Assignment 1:
Teaching
Controversial issues
in Geography
Practical teaching
leading to QTS
Subject tasks
School Experience: There are a range
Autumn Term
of subject tasks
(School A)
to be completed
at different
Teaching practice: stages
throughout the
Spring and
year. These are
Summer Term
detailed in the
(School B)
subject
handbook.
School Based
These tasks are
Enquiry (SBI):
not formally
summer term
assessed, but
(School B)
must be
completed as
Both phases of
both preparation
practical teaching
for different
are assessed
aspects of the
against the
Standards for QTS course and as
as recorded in the evidence of your
professional
Assessment
Document which is development.
Professional
development tutorials
You will have
professional
development tutorials
at different phases in
the year. These
tutorials are designed
Submission date:
to give you the
Monday
nd
opportunity to talk
22 February 2016
through your
professional
development,
negotiate appropriate
Assignment 2:
targets at different
School Based
stages of the course
Enquiry assignment
and reflect on your
Submission date:
th
progress.
Friday 17 June
These are small group
2016
tutorials held with
your subject tutor.
Advance preparation
for all tutorials is
essential.
School Assessment
on Moodle and the
meetings are held in
mentor and
school with your SE
coordinator
and TP mentor.
website.
You may also arrange
to meet individually
with your subject
tutor to discuss more
specific issues
Module assignments are assessed using
The final PD5 tutorial
Masters level criteria. (see Moodle for
involves the
criteria) Following the submission of
completion of a
individual assignments you will receive
Career Entry and
formative feedback on your work and an
Development
indication of the level at which you are
Portfolio (CEDP)
achieving. Specific module grades cannot
which will carry this
be awarded until the end of the module,
process on into your
at the end of the year.
first year of teaching.
All aspects of the course are underpinned by expectations of professional behaviour. This requires you to
attend to the basics such as: good attendance, punctuality and personal organisation/presentation and clear
and appropriate communication with tutors, student colleagues and schools.
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4. Assessment: Task Guidance and Deadlines (chronological order):
Introduction
There are three dimensions to the assessed work of all PGCE students:
1. Practical Teaching
2. Geography Subject
3. Schools and Society
4.1 University Assignments: general guidance
All assessed work and tutor feedback are held in Moodle and a sample is made available electronically for
internal moderation and external verification at the end of the course. Your non-assessed tasks must be
kept.
It is expected that ALL written work for the course is completed and submitted on the dates given. Only in
exceptional circumstances will you be granted an extension by the PGCE Course Director: Dr Jo McIntyre.
Such requests must be made in advance on the appropriate Extension Request form (see Assessment
Handbook in Moodle) and supported by appropriate evidence (e.g. doctor’s note). Students are advised to
contact their tutor as soon as possible if they feel that they need support in completing work. For the first
assignment only a first draft can be read by your tutor if requested.
Please note that all assessed work should:
•
be word processed, double spaced, paginated and proof-read (ask a fellow student to help here)
•
be compliant with the quality expected of a Master’s course in terms of spelling, grammar etc.
•
demonstrate effective use of the appropriate educational literature
•
use the Harvard referencing system
•
be your own work – you are reminded that you sign a declaration stating that you are aware of the
implications of plagiarising another person’s work
•
be submitted with a cover page to include the assignment title and your name
•
have a contents page if required
•
use appendices where necessary, which should be appropriately cross-referenced within the text.
It is also a good idea to keep the assessment criteria in front of you as you work – it will help you to ensure
that you are always working towards the criteria that are set.
Each assignment has been carefully planned to further your professional development. Feedback from
previous students is clear as to the benefits of the work you have to complete.
Please consult the appendices for DETAILED ADVICE ON WRITING ASSIGNMENTS
Read:
Brooks. C (2009) Studying PGCE Geography at M Level: Reflection, Research and Writing for Professional
Development. Oxford. Routledge.
Generic Marking Criteria can be found on Moodle at
http://moodle.nottingham.ac.uk/pluginfile.php/119534/mod_resource/content/9/assessmenthandbook.pdf
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4.2 Assignments and tasks to be completed.
ASSESSMENT
COMPONENT
Subject Knowledge
Webpage
DETAILS OF COMPONENT
DATE FOR
SUBMISSION
Design a webpage around an
aspect of the subject
identified as needing
development.
Pre- course
task
NOTES
Monday 14th
Subject Task: Early
assignment
My learning in geography
September
2015
This piece of work is tutorreviewed and peer- assessed.
Subject Task:
Assessment
portfolio
Compile portfolio of KS3 work
completed by students in SE
School
Monday 30th
November 2015
Discussed in subject session.
See Subject Handbook for details
th
See School Assessment Document
in Assessment Handbook. Needed
for meeting with TP mentor in
Wednesday 2nd December 2015
School Experience
Profile
Completed by mentor and
student teacher
Friday 27
November
2015
SE Personal
Learning Record
and teaching file.
Completed during School
Experience
Monday 30th
November 2015
Progress on SE Learning Record
discussed and monitored by tutor
during School Experience visit –
completion of tasks checked. Peer
review on Monday 30th November
2015
Schools and
Society Student –
led discussions
Seminar with a group of
cross-subject PGCE student
colleagues
7/8th December
2015
Details to be given during initial
meeting of Schools and Society
Groups
Schools and
Society market
place
Table-top presentation of
findings from SE school
9th December
2015
Learning and
Teaching module.
Part A
Masters level
What kinds of geographies
are taught and learned in a
secondary school: A critical
analysis of the school
geography curriculum
8/9th December
2015
Presentation
15mins
5 PowerPoint
slides only
Refer to Assignment details in
Geography Subject Handbook for
assessment criteria
Schools and
Society Module:
Geography
Assignment 1
Teaching controversial issues
in geography
February 22nd
2016
Refer to Assignment details
Geography Subject Handbook for
assessment criteria
Monday 25th
April 2016
See handbook for guidance. Also
discuss with mentor and tutor
Learning and
Teaching Module :
Part B
Masters level
3000 words
Fantastic Geographies: a
geographical enquiry
750-1000 literature review of
the main geographical ideas in
your fantastic geography.
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Scheme, plans and lesson
evaluations
3000 Word analysis of
students ‘earning
Lea Green Fieldwork Plans
and risk assessment forms
Teaching Practice
Interim Profile and
Final Profile
Completed by mentor and
student teacher
Schools and
Society Module:
Assignment 2:
SBI Assignment
Masters Level
Written Assignment
To tutor by
Monday 25th
April 2016
Interim: Friday
4th March 2016
Final: Friday
29th April 2016
Friday 17th
June 2016
One copy per group to be sent
electronically
Refer to details in section about
Teaching Practice. See School
Assessment Document in Moodle
See Moodle
3000 words
SBI Presentations
Schools and Society
Presentation of SBI project
Fieldwork Presentations
Monday 20th
June 2016 am
pm
16
See Moodle
See Geography Subject
Handbook
4.3 Pre-course work
Before the start of the PGCE course we would like you to complete two pre-course tasks. The first is
designed to encourage you to think carefully about your own learning experiences in geography and the
second is designed to develop your subject knowledge in an area of subject knowledge weakness identified
at interview.
4.3.1 Task 1: My learning in geography
In this task we want you to begin to think about your own learning in geography as a means of beginning to
understanding other people’s learning; personal reflection is often the best starting place to consider
‘learning’ and the complex issues which affect it.
The following questions are intended to act as prompts only. Each of you will have very different stories to
tell. What we are looking for is a coherent piece of writing that is well structured, well presented,
appropriately referenced and which portrays your learning experiences to date.
What are your earliest recollections of learning geography, not just at school?
 Did you enjoy learning geography/ what type of geography did you learn and how did you learn it?
 How were you taught geography at secondary School?
 What types of resources were used to help you learn? What type of learning activities do you recall
taking part in and were they enjoyable/not enjoyable? What were your geography teachers like?
What other factors in school helped or hindered your ability to learn geography? If you were a
successful learner of geography what qualities did you bring to geography that assisted you in this.
What kind of geographies did you learn?
Learning at university
 How did the transition from school to university effect/ influence your ability to learn? What new
geographies did you learn in university that you had not encountered in school? Which elements of
geography did you find interesting/difficult/ uninteresting? How were you taught geography at
university level and how effective were some of the approaches used? Which texts/academic
authors most influenced you appreciation of geography?
Learning outside the formal context
 How have you learned geography outside the formal context of schooling? What experiences have
you had that have influenced your understanding of what geography is and what it means to you?
 What is the purpose of learning geography?
 How has this task helped you to think about teaching geography?
Recommended reading
Lambert, D. and Morgan. J (2010) Teaching Geography 11-18: A Conceptual Approach
Milton Keynes. OUP
Lambert, D and Balderstone, D (2010) Learning to Teach Geography in the secondary School (2nd edition).
London. Routledge
Lambert. D and Jones. M (2012) Debates in Geography Education. London Routledge
Through this writing you will demonstrate:
 an understanding of your own learning within geography
 development of ideas from the education literature
 quality of expression: accessibility of thoughts and ideas
 appropriate presentation of and structure to your writing: logical, coherent, use of ICT and care with
spellings, punctuation and grammar.
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4.3.2 Task 2: Designing a subject knowledge webpage
Developing your subject knowledge is an on-going professional responsibility and this process is not a
question of simply accumulating a bank of geographical facts to transmit to students:
Facts are not unimportant but they only really become knowledge, at least of any depth and lasting value,
when they become connected and part of a system – when we can give them meaning.
(Lambert. D and Kinder. A (2011) Teaching Geography. Autumn edition pp 93-95)
In order to teach young people geography which is of ‘lasting value’ then it is essential that you attend to
your own subject knowledge needs. To support this process we are asking you to develop a web page on an
area of subject knowledge identified at interview as in need of some development. The intention here is
that:
•
you gain experience of developing such a resource,
•
The process of developing a webpage provides the mechanism for engaging with the subject,
•
you share your site with others in the group via Moodle during the first week of the PGCE course,
•
you can access sites created by other students to support your own knowledge development and
teaching throughout the year.
To complete this task you will use ‘Google sites’ or Weebly ( http://weebly.com) or another appropriate site
that you may already know.
Your webpage will need to be at A level standard and include, maps, diagrams, real-world examples,
animations (if you can find them) and have some supporting text to synthesise the key ideas you are
communicating.
Think carefully about the presentation and organisation of the site – it needs to be attractive, engaging and
accessible.
Think about the key concepts that frame geography and consider how you are drawing on these to support
your website development.
You will upload links to your site in Moodle at the start of the course. The site will be peer reviewed.
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5. Autumn Term: School Experience and University-based Work
5.1 Introduction:
The aim of School Experience (SE) is to introduce you to the principles of good practice that underpin the
education process. The emphasis is on developing your knowledge and understanding, as well as you
practical skills, of teaching geography. In order to achieve this we pay particular attention in this phase of
the course to:



Lesson planning
Developing your questioning skills
Developing your explanation skills
ALL PGCE students complete a series of observation and information gathering activities, which are to be
documented in the Personal Learning Record. The activities are integral to your development as a teacher
and are deliberately designed to help you begin to make sense of busy classrooms. This PLR will need to be
completed on a regular basis throughout the School Experience and the outcomes of your work will feed into
discussions during university-based sessions. They will also provide evidence that you are working towards
meeting the Teachers’ Standards. In addition to the generic tasks you will also complete subject tasks
detailed on p25-28.
5.2 Practical Teaching during School Experience
Timetable: During School Experience you will gradually build up the amount of teaching you undertake. Your
mentor will guide you, but you are expected to have taught a minimum of 20 lessons by the end of School
Experience.
5.3 SEN and EAL Experience: During SE we would like you to work closely in geography lessons with a
specific student identified as having special educational needs. Negotiate this work with your mentor and
ensure time is allocated on your timetable for you work with this student.
Towards the latter half of Se you should also begin to consider how teachers support the needs of EAL
learners in geography lessons. If possible also gain experience of working with /teaching EAL learners.
It is likely that you will also undertake other forms of school-based work during School Experience, such as
working with small groups of pupils, supporting lessons and developing teaching ideas. You will also need to
allocate some time to your Schools and Society Work.
5.4 Observation and feedback during School Experience:
During your School Experience you should receive:
 one formal observation from your subject tutor
 regular informal feedback from class teachers/mentor - evidence for this will be in your note book
 Formal feedback from your mentor - evidence for this will be on a formal geography observation
form.
The Exercise Book
You will receive a good deal of informal feedback during SE and TP. This tends to be notes written on bits
of paper and can get lost. To avoid this and to aid continuity between different teachers and between SE
and TP you need to buy an exercise book. You will give this to any teacher who is in a lesson with you and
who can give you some informal feedback on your teaching. The book can then be the basis for discussion,
can help you and mentor (and your tutor) identify any patterns emerging in your teaching and can help
your mentor liaise with other teachers regarding your professional development.
19
The university tutor will undertake a joint observation with a class teacher and observe you teaching all or
part of a lesson. Ensure you are available for feedback after the observation lesson.
5.5 Maintaining your Personal Learning Record and teaching file
You will need to maintain a file during School Experience into which you will retain all records of your
completed work such as:
 all lesson plans, resources and evaluations,
 Written records of other experiences gained during School Experience
 the outcomes of subject tasks completed during SE
 Personal Learning Record. - SE
Your university tutor will want to see this file during her visit.
This file is an important source of evidence of the work completed and the learning that has taken place. It
will be peer-reviewed at the end of the Autumn Term, but will also form the backbone of university and
school-based discussions throughout the term
An important time-management issue at this stage in the year is that of planning lessons. Although it is
important that you plan detailed and effective lessons, supported with high quality resources, there is a
temptation to spend a very long time on the planning process. Remember: School Experience is about
gaining an overview of a school, gaining experience in a range of ways, which include planning, teaching and
evaluating lessons, but also includes observation of experienced teachers and taking other opportunities to
learn what it means to be a teacher.
During the final week of School Experience your School Experience
Profile must be completed by your mentor and yourself. The school
will review your progress, set targets for Teaching Practice and
recommend that you proceed to the next stage of the course. This
document will then be read by your TP mentor and form the basis for
the start of your TP.
Please check dates for completion of this document .
20
5.6 ASSIGNMENT 1: A critical analysis of the school Geography curriculum: What kinds
of geographies are taught and learned in a secondary school?
Learning and Teaching Module: Part A (Masters Level)
Presentation Date: December 8/9th 2015
Length of Assignment: 15 minute presentation plus supporting poster (both are
equivalent to a 3000 word assignment).
Assessment of the Learning and Teaching module comprises 2 parts: A and B. Part A is assessed in the
Autumn Term via a 15 minute presentation plus supporting poster and Part B in the Summer Term via a 3000
word assignment. Part A requires you to explore the kinds of geographies taught in schools; Part B builds on
this and asks you to explore how these geographies are taught and learnt.
Introduction
This assignment is essentially about two linked educational concepts: ‘Curriculum’ and ‘disciplinary
knowledge’ as it focuses on geography subject knowledge and requires you to take a systematic look at the
kinds of geographies that are taught and learned in your School Experience school. There are 5 components
to the assignment and all carry equal weighting:
1. A critical analysis of the kinds of geographies taught in your SE school
2. Reference to the generic and geography education literature on geography subject knowledge and
the geography curriculum
3. A critical analysis of the current and proposed National Curriculum for geography
4. Consideration of how 1-4 above will impact upon your teaching during teaching practice.
You will need to use the components in an integrated way to develop your thoughts and discussion and to
address the question. Your presentation will need to demonstrate your current understanding of the
disciplinary dimension to school geography.
The process
1. Using the Education literature
The purpose of reading the generic and geography education literature is to broaden your understanding
and appreciation of changes and developments in the kinds of geographies taught in schools and in
particular the past and current changes in the national curriculum for geography. The literature can provide
you with the opportunity to question and challenge your existing understanding of subject knowledge and
provide you with insights and perspectives that it may be difficult to gain from other sources. Reading
provides you with a ‘bigger picture’ and gives you a framework from which you can make sense of the
curriculum. Remember it is not the case that ‘theory is bad’ and ‘practice is good’, but rather that ‘Theory is
practice become conscious of itself and practice is realised theory’ (Marsden 1993). The required readings
will give you a start; in particular use the Michael Young publications as a basis from which to develop your
professional ideas.
2. Talking to teachers about school geography
You will interview two teachers (if possible) about the kinds of geographies they select to teach in the school
curriculum. You will need to think carefully about the kinds of questions that you ask but the following areas
may be helpful:
•
what guides/influences teachers’ decisions about what to teach?
•
the sorts of knowledge, understanding and skills they want pupils to learn in geography and why
•
the constraints and opportunities they feel they currently face when making decisions about what
to teach in school geography
•
any likely future developments in the geography curriculum
•
how teachers maintain and develop their own subject knowledge.
21
3. You have already written a short, unassessed, reflective piece about your own learning in geography. Use
this to support this assignment and consider the ‘connect and disconnect’ between school and university
geography. Finally, consider what you have learned from completing this assignment and how this learning
will influence decisions you make about what to teach during teaching practice.
The following chapters and articles will be of particular help:
Biddulph.M (2013) Where is the Curriculum created? In Debates in Geography Education. Oxford. Routledge
Castree. N ,Fuller. D and Lambert. D (2007) Boundary Crossings: Geography without Boarders, Transactions
of the Institute of British Geographers, 31, pp129-132
Department for Education, (2010) The Importance of teaching: The Schools White Paper. London: DfE
Firth. R (2011) Debates about knowledge and the curriculum: Some implications for geography education. In
Butt. G (ed) Geography, Education and the Future. London: Continuum.
Firth. R (2011) Making geography visible as an object in the secondary school curriculum. Curriculum Journal
, 22 (3) 289-316012
Lambert, D (2011) Reviewing the case for geography and the ‘knowledge turn’ in the English National
Curriculum. Curriculum Journal, 22(2): 243-264
Lambert, D., and Morgan. J., (2010) Teaching Geography 11-18: a conceptual approach. Maidenhead:
McGraw-Hill
Kelly, A.V., (2009) The Curriculum: theory and practice. 6th Edition. London, Sage.
Oates, T., (2011) Could do better: using international comparisons to refine the National Curriculum in
England. Curriculum Journal, 22 (2): 121-150
Puttick, S (2012) Geography Teachers Conceptions of Knowledge. In Teaching Geography 37 (2) 76-78
Ofsted (2011) Learning to make a world of Difference. http://ofsted.gov.uk/publication/090224 . [Accessed
October 6 2011]
Smith, M. K. (1996, 2000) 'Curriculum theory and practice' .The encyclopaedia of informal education,
www.infed.org/biblio/b-curric.htm . [Accessed October 2011]
Young. M (2011): The return to subjects: a sociological perspective on the UK Coalition government's
approach to the 14–19 curriculum, Curriculum Journal, 22:2, 265-278
Young M, and Muller, J (2010 ) Three Educational Scenarios for the Future: lessons from the sociology of
knowledge . European Journal of Education, Vol. 45, No. 1, Part I
The Autumn 2011 edition of the journal Teaching Geography has several important articles on subject
knowledge in school geography
Young, M and Lambert, D 92014) Knowledge and the Future School. London: Bloomsbury.
Captures a lot of the key ideas we address on the course and links to the curriculum – but not geography
specific.
You might also find it useful to watch:
Michael Young : https://www.youtube.com/watch?v=r_S5Denaj-k
Margaret Robert: https://www.youtube.com/watch?v=DyGwbPmim7o
Assessment criteria
Your work should demonstrate:
Organisation: the integration of components 1-3above; structure should be logical and coherent
Knowledge and understanding: detailed knowledge of current debates around the national curriculum for
geography and in particular the kinds of disciplinary knowledge that pupils learn
Application: ideas that are well grounded in the data you have collected and the literature
Application: criticality, creativity and originality
Application: links to the next stage of your professional development (i.e. Teaching Practice) in terms of
identifying some specific recommendations about teaching and learning geography for yourself and your
peers
Presentation, referencing, language: a clear, coherent style using an appropriate professional register; you
should reference all academic sources using the Harvard system of referencing; your level of language should
22
be commensurate with that of post-graduate academic writing, therefore all submissions must be carefully
proof-read to eliminate any careless errors.
Presentation: 15 minutes:
 appropriate reference to school based and academic research
 technically competent
 Ideas clearly expressed and professionally articulated
 summary of findings and interpretation of these via poster.
 Powerpoint slides relevant, clear, interesting and informative. Maximum 5.
Before your presentation you need to submit the following to the assessing tutor:
 a hard copy of your presentation notes, slides and handouts;
 an annotated bibliography, listing the sources you have drawn on with brief evaluative notes about
the content and relevance of each source;
 your supporting academic poster.
23
5.7 Geography Subject Tasks: Autumn Term
The following are non-assessed tasks to be completed during your SE. The aim is to encourage you to knit
together discussions we have had at the university with your school-based work; the two should inform each
other! Some of these tasks require conversations with your mentor and need you to maintain a record of the
key features of the conversation. Others require you to develop ideas, undertake planning or other forms of
action.
5.7.1 Induction Day 17th September 2015

Find out which examination specifications your school uses

Find out what geographies are taught in the KS3 Scheme of Work

Observe a geography lesson, focusing on the kind of geography being taught and the relationship
between content and pedagogy. Be prepared to discuss this in your university session.

Critical incident: write 200 words on one event in school that has surprised you.
5.7.2 Critical Incident
See page 64 of the PLR where there is a short description of ‘Critical Incidents’. Read the text carefully and in
preparation for subject session W/B 5th 0ctober write 500-700 words unpacking an incident in school. . NB
A critical incident is NOT necessarily a ‘bad event’, but is a moment that has caused you ‘pause for thought’,
be prepared to discuss this on Monday 5th October.
5.7.3 Planning and teaching tasks: To be completed W/B 12th October
In the week before half term you are expected to plan and teach at least one full lesson (i.e. during the week
of 12th October). The following tasks are intended as ways of focusing on aspects of this one lesson and serve
as preparation for discussion on 19th October.
5.7.4 Lesson Planning: preparation for 19th October session on ‘How pupils learn’.
Context
From the outset of the course we cannot emphasise strongly enough the importance of detailed lesson planning
as a learning tool for developing habits of thought necessary for successful teaching and learning. Think of
a lesson plan as a way of communicating your ideas to others – as a window on your thinking for your mentor,
other teachers and tutor.
Good lesson plans do not ensure students will learn what is intended, but they certainly contribute to it.
Lesson plans help student teachers organise subject content (‘the geography’), resource materials, methods,
assessment and evaluation. There is no one best way to plan lessons and you will probably want to consider
planning lessons in more than one way. Regardless of the format, however, there are fundamental
components/concerns for all lesson plans.
Task
Plan and teach ONE lesson before half term and then evaluate the lesson plan and lesson with your mentor.
The following questions will help with the evaluation/ discussion:



What was the rationale for the lesson? Why did you want the pupils to learn this?
What was the geography that you want the pupils to learn?
How did the subject matter relate to the teaching methods/strategies?
24




What were the main events/happenings within the lesson?
Were there any specific issues that may have affected pupils’ learning?
How will you know whether and what the pupils have learnt?
What geographical learning comes next for these pupils?
The evaluation/discussion with your mentor should be written up by you and brought to the subject session
on the 19th October.
5.7.5 Young people’s own lived geographies. Preparation for session on 19th October
We all have a ‘geographical imagination’ (See Doreen Massey’s work on this). There is an increasing amount
of work undertaken in academic geography into the geographical lives of young people. based on the notion
of childhood as a ‘social construction’ much of this work adopts a purposefully critical stance on the
relationship between young people and wider society, including the institutions that shape their lives such as
schools. In order to teach geography successfully it is important (and helpful to you as a teacher) to gain
some understanding of the geographical lives of the pupils you teach.
The task:
Complete required reading and use this as a basis for a conversation with students
Either with a group you teach or with your tutor group ask students, on a map of the school, to
annotate/add symbols that reveal something about the areas of the school they know/don’t know,
like/dislike; use/don’t use etc…expand the conversation to other spaces of inclusion/exclusion.
Try to explore how students feel or are connected to other places and spaces – e.g do they have any sense of
how they are connected to people living elsewhere – locally, nationally, internationally?
There are ethical issues to consider when having such a conversation with students and so you need to
discuss this with your mentor first (they could possibly also be part of the conversation with you) and all
conversations must be anonymous and participants non-traceable. We are only interested in the
geographical aspects of students’ lives.
Analyse the conversations and maps that students produce and bring a summary of your findings to the
discussion on Monday 19th October
After half term:
After half term you will take on more teaching responsibilities whilst continuing to develop your skills as a
form tutor, retain your work with an SEN student and continue to develop your understanding of ‘Schools
and Society’.
You must also ensure that by the end of week 5 you have your teaching timetable for after half term. You
will need:
 List of names for every class you teach and any important details such as SEN needs or other needs
that will help you to made decisions about teaching
 A scheme of work for each group you will be teaching plus an understanding of where in the scheme
of work you will take over when you begin teaching.
 By now you should also be developing an understanding of the school’s referral system and the
school’s reprographics system
You will be responsible for giving a hard copy of your timetable to your tutor detailing:
•
Start and end times for all lessons
•
Start and end times for break-time, lunchtime and the end of school
•
Names of teaching groups, class teacher, and teaching rooms
•
Non-contact times
•
Weekly meeting times
On the back of your timetable you should add:
•
Your name, address, e-mail address, contact telephone number
25
•
•
•
Your school’s name, address, e-mail address, contact telephone number
Your mentor’s name and school e-mail
Your co-ordinator’s name and school email
Tutor visits will start soon after half term.
5.7.6 Key Stage 3 Assessment Portfolio: What does it look like to get better at geography?
Introduction: You are going to construct a portfolio of work for one student you teach. The
student should be in Y9 if possible. This portfolio is to show a range of evidence for this pupil’s
geographical understanding. To complete this activity you will also need to draw on your
understanding of making progress geography - what does it mean to ‘get better’ at
geography?
Preparation phase:
1 Identify 1 pupil in a group that you teach; the class teacher may help you with
this – you are not looking for ‘the best’, just a student, whose work you ca talk
about (but remember, in the spirit of ethical behavior, pupil anonymity is
important). Select 4-5 different pieces of work that you feel exemplify different
knowledge, skills and understanding in geography. These may be presentations
completed by the pupil, a piece of extended writing completed for homework,
an investigation undertaken using GIS….
You need to consider:
o Do you select real work or photocopies of work for inclusion in the
portfolio?
o How much work needs to be selected, will 4-5 pieces be enough – how
voluminous is a portfolio?
o Over what time span was the total work completed (2-3 months? 1
year?)
o What kinds of work can a portfolio not show and how do you take
account of this when making judgments about a pupil’s geographical
understanding?
2 For each piece of work complete a ‘Context Sheet’ . The aim of the context sheet
is to make explicit the purpose of the work, what the pupil was trying to achieve
and the extent to which he/she was successful.
Carefully consider any success criteria for individual pieces of work and then annotate
each piece indicating what evidence you have that demonstrates:
 The quality of geographical understanding,
 The appropriate use of geographical skills,
 Evidence of subject knowledge,
 Appropriate use of geographical vocabulary.
You may like to also consider more generic issues such as quality of communication, but
this should not dominate your thinking or conclusions.
Please bring this portfolio of pupils’ work and tasks with you to the KS3 assessment session on
the 30th November 2015.
26
NB. Please remove ALL names from pupils’ work. Work should not be identifiable nor individuals
traceable.
For tasks 5,8.7 and 5.8.8 you will need to access the mentor section of the GA website – these tasks are to be
completed in school, preferably in discussion with your mentor.
5.7.7 Asking questions in the geography classroom:
http://www.geography.org.uk/gtip/mentoring/geography/teachingstylesandrepertoire/questioning/
5.7.8 Exposition/explaining:
http://www.geography.org.uk/gtip/mentoring/geography/teachingstylesandrepertoire/exposition/
27
6. Teaching Practice (TP Spring and Summer Term)
The aim of teaching practice is for you to consolidate your professional learning gained during SE and to
build on this throughout TP in order to develop the complex understanding and skills necessary to be an
effective teacher. It is important at this stage to be clear that whilst meeting individual Standards is
necessary, individually they do not make you an effective teacher. We are interested in how you make
sense of the nuances of the Standards, how you understand the complexity of schools, classrooms,
young people and teaching geography and how these all interrelate in your practice.
Regular observations by your mentor and tutor will provide you with formative feedback on your
professional progress; these comprise the main evidence base for a decision about the quality of your
practical teaching and whether or not you have met the Standards
The evidence gathered through observations is further supported by your teaching file which you are
required to keep up-to-date and available for your tutor and mentor to examine. It is an on-going record
of your teaching and other work undertaken during teaching practice. It is central to your professional
development during teaching practice and should therefore be maintained in an organised way.
Your TP file, your work as a Form Tutor and the general impression you create as a colleague and
professional teacher all provide valuable evidence that you have met the Standards and are a worthy
entrant to the profession.
During teaching practice you will have a weekly meeting with your mentor. The PGCE geography course
sets clear agendas for some of these meetings to ensure that as well as focusing on the day-to-day
teaching you also consider wider educational issues in geography . You must maintain a written record
of the outcomes of these meetings in your PD or TP file. The Weekly Meeting Record proforma is
another important source of evidence. You record the outcomes of your weekly meeting with your
mentor during which short-term targets will be set and evaluated.
The ‘mentoring’ section of the GA website has a great deal of advice for mentors and beginning teachers
on a wide range of issues relating to teaching geography. You and your mentor should access these as
they provide useful documents to support the professional development process. Subject tasks for your
TP are drawn from here
In the Geography Handbook are a series of tasks to be completed. The aim of these is not to ADD to your
workload but to support and provide a structure to your discussions in your weekly meetings. There are
a number of identified themes to be discussed. The order in which you discuss these will be up to you
and your mentor. You will need to keep brief notes of your discussions and retain these in your
professional development file.
During Teaching Practice your mentor will complete your Interim and Final Profiles. The profiles require
judgements about your level of competence in relation to the Professional Standards (see PDH). Being
graded a ‘4’ on the Final Profile against any of the Professional Standards will result in a failed teaching
practice.
Towards the end of teaching practice an external examiner will visit a small number of students
(probably 3) to observe and provide feedback. This is a moderating process for the PGCE course.
6.1 Teaching Practice File
Making the most of all opportunities throughout the course, but particularly during Teaching Practice
necessitates excellent organisational skills. The following is intended as a practical guide to ensure that you
manage the requirements of Teaching Practice efficiently.


Devise a system before you start for organising your file
You will need to include in your file for each class:
28
1
2
3
4
5
A class list
A mark list to show evidence that you are marking work regularly
Teaching Approaches Monitoring Matrix
All lesson plans accompanied by relevant resources and lesson evaluations. File these in
chronological order
Lesson observation forms completed by your tutor, mentor and class teachers.
Your file is an important source of evidence and should be used to support your professional development
(please refer to Section 5.2 below for further detail on assessment).
Personal Learning Record
This should be available at all times in school for mentors and your tutor to look at. The following
information should be kept in the PLR:




Records of your PD tutorials including the mid-term tutorial after the Interim profile has been
completed
The record of your weekly meeting with mentors, including an outline of the agenda, targetsetting and evaluation process. You should refer to the Geography subject tasks ( 6.7. 1-6.7.8)
which are designed to support this training process.
Copies of lesson observations completed by your mentor and other teachers. Tutor lesson
observations should also be kept in the Handbook
The school-based assessment document, (including School Experience Profile, interim TP profile
and final TP report).
6.2 Lesson Observations
 You are entitled to a minimum of six observations from teachers in school (including your
mentor). Encourage your mentor to devise an observation timetable at the beginning of
teaching practice
 You are entitled to a minimum of three observations from your tutor
 Students needing extra support will receive it
 For each observation you must make available:
 Your file
 An observation form with Section 1 completed
 A copy of your lesson plan and associated resources
 Your mark book and examples of work you have marked
 When your tutor is coming in to observe a lesson you will receive advance notification. Either a
message will be left at the school office for you and your mentor indicating when the time and
date of a visit, or a tutor may contact you via e-mail – check your university e-mails frequently.
For such visits please ensure that you are available for a post-lesson discussion
 When your tutor visits it is very helpful if you also are clear about any issues you wish to discuss.
Have an agenda or some questions ready
 Your tutor needs to see what you can do. Try to ensure that each lesson observed enables you
to demonstrate different aspects of the Standards. If you are doing a test when we are due to
observe you then please make an alternative arrangement
 When your mentor or a class teacher observes you, you should also receive advance notification.
The feedback may not take place immediately but do ensure that you make an arrangement to
receive your feedback
 Be proactive with lesson observations. If you are trying something ‘different’ then ask someone
to observe or support you
 Try to set a video up to record your teaching occasionally. It can be illuminating!
 Try to arrange to co-observe with other student colleagues in the school.
29
6.3 Videoing a GCSE lesson
An excellent (and unsettling!) way of gaining an insight into your professional capabilities is to film yourself
teaching. The second of your three tutor observation visits during Teaching Practice (starting after half term
or thereabouts) will require you to film a GCSE lesson in advance of the visit. There are, of course, certain
ethical issues to attend to before you film yourself teaching, not least the issue of permission from the
school to complete this task. Check with your mentor that the school has permission for you to do this. Once
you have cleared this with your mentor you need to arrange the technical support to complete the task. If
the school does not have a video camera then you can borrow one from the University once you have signed
a disclaimer that appropriate permission is in place.

Before the visit you will need to have filmed a lesson and observed it yourself. Complete a geography
Lesson Observation form, just as your tutor would.
The task:







Arrange for someone to video you – this can be your mentor, another teacher or your tutor.
Select a teaching group with whom you feel comfortable rather than one which you feel is more
challenging.
Film all or part of the lesson
On your own and as soon after the filming as possible watch the lesson and complete a geography
observation schedule on the lesson.
Be prepared to discuss the lesson and your evaluation of it with your mentor at a weekly meeting.
During the tutor visit you will review the video and your observation of your own practice with your
tutor, and hopefully your mentor/class teacher.
As per any other visit your tutor will need a copy of your lesson plan and also a blank proforma on
which to record any thoughts s/he has about the lesson. S/he will also want to look at your TP file,
review any subject knowledge issues with you, discuss SEN provision and also assessment processes
and then negotiate new targets for the next phase of your practice.
Your self-observation and subsequent reflections will need to be retained in your PDF.
6.4 Managing the Work Load
You will be very busy during TP and you should think carefully about how you manage your time and how
you organise yourself.







Do not waste time during the school day – use non-contact time to mark work, develop
resources, visit the library and evaluate lessons. The more you do during the day the less you
will need to do at home
Get a diary and use it. Keep a record of when books should be returned, when you are being
observed, meetings you have to attend and other commitments that need to be accommodated
The work that tends to pile up most quickly is the marking of pupils’ work. It is important to do
this ‘little and often’ as pupils are entitled to regular feedback and marking large quantities of
work all at once is very time consuming and does not allow you to pick up on problems etc
At an early stage ensure that you are clear about when you are supposed to have your weekly
meeting with your mentor. Be prepared for the meeting so that you can make the most of the
time available
Ensure that you get time to yourself
Establish a routine that works for you. Everyone has a different work pattern. It is not a good
idea to get into the habit of leaving planning etc. until late in the evening and constantly going to
bed late. Eventually you will get over-tired
Plan lessons enough in advance to be able to respond to the changing demands of each day. To
plan at least 3 or 4 days in advance is necessary, giving time for booking audio-visual
equipment, reprographics etc. and most importantly so that your mentor/class teacher can see
the lesson plan and have an opportunity to discuss it with you before the lesson
30

Be creative and take the initiative – for example, if planning to use ICT during lessons appears
difficult, try to negotiate the use of ICT with pupils at lunchtime.
Student support in school
To ensure that student teachers in school develop to the full potential it is important that everyone is clear
about their roles and responsibilities within the PGCE year. For full details of responsibilities refer to the
partnership documentation in Moodle.
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6.6 Geography Assignments for Teaching Practice
6.6.1
ASSIGNMENT 2 Teaching Controversial Issues
Schools and Society Module (Masters Level)
Submission Date: 22nd February 2016
Length of Assignment: 3000 words
Essay title: Why is it important to teach controversial issues and what classroom strategies support pupils’
understanding of such issues?
Reading:
The Summer 2011 edition of Teaching Geography has diversity as its focus. There are several articles
of use to this assignment in this edition.
Hatt. C (2011) Teaching the holocaust through Geography. Teaching Geography. Autumn edition
Warn, Sue (2012) Teaching about conflicts post-16, Teaching Geography 37, 2; 57-60
Lambert, D. and Machon, P. (2001) Citizenship denied: the case of the Holocaust,
in Lambert, D. and Machon, P. (eds) Citizenship Through Secondary Geography,
Oxford: Routledge/Falmer
Huckle, J. (2001) Towards ecological citizenship, in Lambert, D. and Machon, P.
(eds) Citizenship Through Secondary Geography, Oxford: Routledge/Falmer
Mitchell. D (2013) How do we deal with Controversial Issues in a relevant school geography. In
Lambert. D and Jones. M (eds) Debates in Geography Education. Oxford. Routledge
Lambert, D and Morgan, J (2011) Geography and Development: Development education in schools
and the part played by geography teachers. Development Education Research Centre : Research
Paper No.3. IoE available at: http://www.ioe.ac.uk/GeographyAndDevelopment.pdf
http://www.geography.org.uk/gtip/thinkpieces/citizenship/
http://www.geography.org.uk/gtip/thinkpieces/diversity
http://www.geography.org.uk/gtip/thinkpieces/valuesandcontroversialissues/
http://www.qca.org.uk/7907.html
http://www.oxfam.org.uk/education/gc/
Assessment criteria
You should demonstrate:

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




Organisation: a clear focus and structure to enable your arguments and ideas to be put forward in an
interesting and theoretically informed manner
Knowledge and understanding: an understanding of the issues surrounding the teaching of controversial
issues in school geography.
Knowledge and understanding: a clear rationale for dealing with controversial issues in the geography
classroom
Knowledge and understanding: a critical understanding of effective classroom strategies and models of
practice for teaching controversial issues
Application: criticality and originality
Application: effective use of the literature
Presentation, language and referencing: a clear, coherent style, using an appropriate professional
register; you should reference all academic sources using the Harvard system of referencing; your level
of language should be commensurate with that of post-graduate academic writing, therefore all
submissions must be carefully proof-read to eliminate any careless errors.
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6.6. 2
ASSIGNMENT 3: Learning in geography: Planning and Teaching A geographical Enquiry
(Fantastic geographies)
Learning and Teaching Module Part B (Masters Level)
Submission Date: 25th April 2016
Length of Assignment: 3000 words (excluding appendices)
Planning and teaching a Medium Term Geographical Enquiry with ‘Fantastic Geographies’
In the Autumn Term you completed an assessed presentation that required you to consider the disciplinary
characteristics of the school geography curriculum – what kinds of geographies are taught in schools and
why. This second part of that assignment builds on the knowledge gained both through your presentation
and your work in schools to date in order to explore children’s learning in school geography.
Context
John Fien (1999) argues that ‘geography in the school curriculum may be in danger of becoming
epistemologically and socially irrelevant’ (p. 141). Concern has been expressed in the academic literature and
in the media over the ‘fossilisation’ of the content of the school geography curriculum, and the everincreasing gap between university and school geography is part of this discussion. In week 1 of the course we
started to consider ‘Fantastic Geographies’ and where these might have a place in an ever changing school
geography curriculum. For more on this read:
Bustin, R (20110 The living city: Thirdspace and the contemporary geography curriculum. Geography 96 (2) 6068
Stannard, K (2003) Earth to academia: on the need to reconnect university and school geography. Area 35 (3)
316-332
Bonnett, A (2003) Geography as the world discipline: connecting popular and academic geographical
imaginations. Area 35(1) 56-63
What is Geographical Enquiry?
In week 2 of the course we considered what is meant by geographical enquiry. Just a reminder - geographical
enquiry is rooted in constructivist notions of learning. It represents a view of knowledge that renders it as
provisional, requiring each of us to make sense of the world by actively constructing it for ourselves. In a
geographical enquiry students are actively engaged in constructing geographical knowledge for themselves. In
some respects it relates to Firth (2012) and his claim that young people need inducting into the ways of the
discipline.
The Task: ‘Fantastic Geographies’ - a geographical enquiry.
Medium term curriculum planning is a key part of the work of any teacher and is also a requirement of the
QTS Standards. In the Spring Term you are to plan a scheme of work in your teaching practice school. This
should be a ‘fantastic’ sequence of lessons using as a focus, if possible, an area of university geography that
really ‘fired you up’ as a student. The scheme can be planned for any age group – consult with your mentor
and tutor. You should draw io Margaret Robert’s work on Geographical Enquiry to provide you with a
framework to think and plan with - your scheme should be a geographical enquiry structured around a
sequence of challenging geographical questions and utilising a range appropriate learning activities that will
support students engagement in the enquiry process. The diagram below summarises the structure you
should follow.
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Reading.
To support the writing of this assignment you should first revisit the academic literature on ‘Geographical
Enquiry’ from Week 2 of the course. You should also access the Mentoring section of the GA’s website and
read the section on ‘Pupils’ learning’ in geography.
http://www.geography.org.uk/gtip/mentoring/geography/learning/ and you must access the generic
education literature on how student learn.
You might also find it useful to watch Margaret Roberts talking about geographical enquiry and her critique
of Michael Young’s work https://www.youtube.com/watch?v=DyGwbPmim7o
In the final assignment you must also make reference to the generic education literature on children’s
learning
The planning process and time frames
 Early in TP discuss a possible geographical area you might teach with your mentor. You will need to
draw on your understanding of geography as a discipline to begin to develop your sequence.
 Write a 750-1000 word synopsis of the geography you plan to teach – you may draw on the
geography literature to help you to do this. Share this with your mentor and tutor.(Before half term)
 Based on this synopsis draft a sequence of lessons, based around key enquiry questions, on a
scheme of work planning grid – there are many available and you need to critically consider the most
appropriate model for your scheme. . The development of the SoW should include both your
disciplinary understanding of the key concepts in geography (not just the national curriculum) and
your understanding of more generic learning theories. Discuss with your mentor
 Based on mentor feedback make any necessary adjustments to the scheme and then finalise the
sequence of lessons, including any assessment strategies you intend to use
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

Plan individual lessons and develop appropriate teaching resources
Before Easter teach the scheme evaluating individual lessons as you progress. Note down any points
that you think might be important when it comes to writing up a critical evaluation of the scheme of
work such as pupils’ misconceptions about a particular idea in your scheme.
In the initial stages of planning you will need to consider:
1. What are the factors that will influence the variety and balance of teaching and learning methods?
2. What are the factors that influence the selection of geographical content you teach
3. How might the enquiry questions, teaching strategies, learning activities, resources and assessment be
differentiated?
4. How are you going to organise the geographical content? How will this enable progression in
geographical learning through this course of study? What geographical concepts underpin your
scheme?
In addition:
5. What factors influence the Geography Department’s choices regarding what and how to teach in
your TP school?
Evaluation of students’ learning – 3000 words
Having taught your ‘Fantastic Geographies’, you are now required to reflect on the impact of your work on
students’ learning. To complete this writing you will need to:



Draw on your own lesson evaluations to inform he written discussion
Analyse the learning outcomes from students’ work to consider the relative success of the scheme
Utilise ideas in the education literature about how children learn – this will include both the generic
literature on learning and geography specific literature. Refer to the learning theories lecture,
subject session and readings to support this.
Your final submission must include the following:
 Introduction – setting the context for the school/group you are teaching in and a short rational
explaining ‘why’ you are teaching this particular geography (see John Fien’s quote above)
 The initial 750 synopsis of the ’fantastic geography’ you are teaching
 An overview diagram that maps out the enquiry questions you are addressing, the skills you are
developing in students, the geographical content of each lesson, learning activities, assessment
processes i.e. lessons you have planned and taught and which enable to ‘reader’ to quickly see the
progression in the scheme.
 Individual lesson plans, resources and evaluations demonstrating a link between your scheme and
specific lessons. Individual plans include key enquiry questions/ learning objectives, opportunities to
develop geographical, intellectual and creative skills, assessment opportunities, planning for
differentiation etc. all resources to be used, e.g. worksheets, or a detailed description of other
resources, e.g. audio-visual materials
 A sample of work from 2 students that is annotated to identify aspects of learning geography (i.e
misconceptions, development of ideas etc…). This sample with support your analysis of their learning
i.e. have they got better at geography as a result of your lessons, why do you think this is so and
what is the evidence to support your claims?)
 3000 word analysis of learning processes and outcomes plus references and appendices.
This is an M level assignment and you are advised to look at the generic criteria in Moodle In addition we will
be looking for an honest and objective analysis of the relative success your scheme of work in terms of the
the quality of the geographical learning that has taken place. We will also be looking for extensive
engagement with and critical use of relevant literature about the teaching and learning in geography.
35
Knowledge and understanding:
•
Evidence of critical understanding of both ‘how’ and ‘what’ children learned in your scheme
Organisation:
•
Synthesis of arguments drawn from learning theory and classroom practice
•
Good structure with coherent arguments
Application:
•
Evidence of personal reflection and professional learning in teaching geography and an ability to
draw implications from theory/research for professional practice
•
Originality in interpretation of curriculum issues.
Presentation, referencing and language:
•
Appropriate use of professional literature with evidence of relevant reading, appropriate inclusion of
quotations using the Harvard system of referencing
•
Confident use of technical aspects of writing and presentation with clear, logical structure, fluent
style, correct register and accuracy commensurate with that of post-graduate academic writing
•
Relevant appendices, examples of pupil work, copies of relevant lesson plans, resources.
36
6.7 GEOGRAPHY SUBJECT TASKS for Teaching Practice
The following are the non-assessed subject tasks to be completed during TP. Completed tasks are to be
retained in your PLR folder for your tutor to see during visits.
6.7.1 Teaching pupils for whom English is an Additional Language (EAL)
Context
The key issues are:
1. how can you help to develop pupils’ understanding and use of the English language through
geography?
2. what do you need to consider/do at each stage of your teaching (planning, preparation,
teaching, assessment and evaluation) to enhance pupils’ geographical learning?
There is a specific geography subject task that you will have to complete during Teaching Practice (see
section 2.3 of Geography Handbook). A mentor session can be used to support the completion of that
activity at any point:
 at the start – for initial discussion, clarification and development of ideas
 during completion – further discussion, clarification and development of ideas
 at the end – to summarise key ideas about key issues 1 and 2 above.
It will also focus on current practice within the geography department you are working in.
Key questions to consider
Schools with many EAL pupils
1. In what ways has the geography department responded to the needs of these pupils?
2. What issues, if any, is it now facing?
3. From the experience of the department to date, what are the specific needs of these pupils in
learning geography?
4. To what extent has the DfE Guidance Key Stage 3 National Strategy Access and Engagement in
Geography: Teaching pupils for whom English is an additional language, been of use in supporting
pupils learning EAL and their learning of geography?
Schools with few or with no EAL pupils (assuming that pupils for whom English is an additional
language might eventually become part of the school population)
5. To what extent is the DfE Guidance Key Stage 3 National Strategy Access and Engagement in
Geography: Teaching pupils for whom English is an additional language helpful in understanding the
needs of EAL pupils and in supporting their learning EAL and their learning of geography?
6. In terms of forward planning, how would the geography department respond to the needs of these
pupils?
7. What issues, if any, might it face?
Teaching pupils for whom English is an additional language: Implications for the geography classroom
(Teaching Practice)
Planning and preparing lessons for pupils with different needs is part of the work of all teachers. Whilst you may
view geography as a discipline rich in content and of relevance to all pupils, part of what you face as a geography
teacher is how to make it accessible. Using a variety of teaching strategies, presenting pupils with a wide range of
resources and building relevance into all you teach may be the magic combination you need to engage most
pupils. But a particular group of pupils, those for whom English is an additional language, require additional
consideration when planning, preparing and teaching geography. You need to take care not to make assumptions
about pupils' language skills - some pupils will be bilingual and switch very naturally between English and mother
tongue. For others, English is very much an 'additional' language, and some may speak almost no English. You,
therefore, need to consider how to meet the specific needs of such pupils to ensure that they can access
geography.
37
Before you complete the task (see below) you will need to do some reflection and preparation.
Reflection
Think back to the method session where you had a brief opportunity to ‘feel’ (however briefly) what it was like to
have to learn in a very unfamiliar language. Try not to forget the wide range of strategies you had to use in order
to make even limited sense of what was being taught.
Consider what any teacher needs to know in order to work with EAL pupils:
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The emotional effect of working in a different language
Their own language history – how language skills were developed and factors that influenced this
The relationship between language and identity
The linguistic diversity that one can find in any classroom – even one that seems to be relatively
homogeneous in relation to language.
If you also take into account the fact that all pupils, regardless of language proficiency, bring with them to the
classroom, their own personal geographies: their experiences, perspectives, and personal understandings of
‘things geographical’, then you have the basis from which you can begin to develop interesting and worthwhile
geography lessons for all pupils.
Preparation
Before planning any lesson it is essential that you acquire as much knowledge as possible about the groups you are
to teach: this will include information on SAT scores, CAT scores, emotional and behavioural needs of individuals,
and specific Special Needs provision. You will also need to gather information on the different language skills of
some pupils in your classes.
Task
Via a conversation with your mentor or the school co-ordinator find out about the range of languages spoken by
pupils in your school. You will need to establish how different language needs are catered for within the school
(even if there are only a few pupils out of 1000+ for whom English is an additional language). Then complete either
Task A or Task B.
Task A:

If you are teaching in a school where there are many EAL pupils then you need to work with you
mentor to consider very carefully how you cater for their needs within lessons.

You will need to focus specifically on two or three lessons (plans, resources etc) indicating how
you did or did not engage EAL pupils in your lessons.

Share your ideas with your mentor at a mentor meeting and record your discussions on the
relevant 'Weekly Record Sheet'
OR
Task B:

If you are in a school where there are no pupils for whom English is an additional language, or so
few and these pupils are not in your lessons then

you need to re-plan a sequence of three lessons indicating how you would cater for the
Vietnamese pupil mentioned below and indicate how you could engage this pupil in your
lessons.

Read the story written by a Vietnamese pupil for whom English is an additional language. This
story details how she arrived in Britain and provides you with some contextual information
38
about her. After some intensive language tuition this pupil arrived in a Derby school one
morning. She knew no one and her language skills were still limited (so making new friends was
going to be a challenge). She was in Year 9 in a class where there were some bi-lingual pupils but
no other EAL pupils.

Share your ideas with your mentor at a mentor meeting and record your discussions on the
relevant 'Weekly Record Sheet'
Please include either task in your PDH.
A Child's Story
The afternoon in June 1983, my family left Vietnam. My family and friends were on the ocean for about 5
days and 6 nights. The morning of the fifth day we saw a British ship, and we kept following that ship. But the
ship kept running very fast. My family's boat was very small and the sea was waving huge. It could be
covered my family's boat, my uncle kept going towards the ship. It came nearer and nearer, we shouted
"Help - Help - Help". We burnt a flare using petrol and materials. My uncle had a white shirt, he took it off
and he got a pole to make a flag. Soon the British ship had rescued us. We were on this ship for about three
and a half days. When I was on the ship I thought I was in a castle. That was very wonderful. I had never seen
anything that before in my life.
Afterwards we arrived in Brunei. The place where we stayed was very lovely. We all stayed together in one
camp. We were not allowed to go out because we lived in the middle of the soldiers place. We didn't cook
our dinner because the soldiers looked after us. We were there for about three months and ten days.
Afterwards we left Brunei then we came straight to England on an aeroplane. From Brunei we first went to
Singapore and then we transferred to another plane to LONDON HEATHROW AIRPORT. We transfer London
Heathrow to a plane to Derby, then a coach to Sheffield. We came to England on the 10th November 1983.
We lived in Sheffield for about four and a half months, after that my family came to derby. My family has
been in derby for nearly two years. I went to the language centre for a year. Then after that I came to
************ School. I am staying at my older sister's home. I have been living without parents for nearly 5
months. Sometimes I feel unhappy without my parents, but that is my choice. So on I am still going to school
because I want to take my examination courses, also I really like the teachers who are teaching me because
they speak English very well, and spell correctly. So that I understand and pick up English easily. I always
missing my country, my grandparents, cousins, and my friends, I have left behind in my country. I realise that
my country is a poor country, but it is very beautiful and weather.
39
6.7.2: Joint English / Geography PGCE session: Literature and Place
This session is on the first university based day in teaching practice.
Purpose of the session
This session is designed to give you the opportunity to share some perspectives on your own school subject
with other student colleagues and begin to develop an understanding of the contribution of a different
subject to pupils’ learning in schools. We have tried to select very distinct aspects of our respective curricula
for you to engage with.
The focus of the morning is Year 7.
Preparation phase: to be completed during TP
Before the session each of you will need to undertake some preparation so that you do not come to the
session ‘cold’:
Preparation phase - all:
1. Have a look at the national curriculum on-line for the ‘other’ subject.
2. In your TP school arrange to visit the department of the other subject. During the visit you should:
a. arrange to observe one Y7 lesson;
b. have an informal conversation with a specialist subject teacher where you gather some
information on the shape of the curriculum and try to establish how your school interprets
this curriculum for Y7. What are some of the themes, topics and skills the department tries
to build into the teaching and learning? What are the issues the department faces in relation
to this curriculum?
Preparation phase: Geographers
1. Prepare 1xA4 digest of the new National Curriculum for geography for a non specialist. It needs to be
relatively jargon free and identify the overall shape of the curriculum structure in your subject. Bring
a copy of this with you to the session. Diagrams/models can be useful here.
2. In addition to the above you also need to provide English colleagues with some understanding of
what the key concepts in geography actually mean. As the theme for morning is Literature and Place
read the two chapters from Key Concepts in Geography by Holloway, Rice and Valentine (2006)and
produce 1xA4 summary of the main ideas. You should also visit other sources to support this process
(National Curriculum online may have its own interpretation of the concepts).
3. Be prepared to talk with your English colleagues on the morning about the teaching of Place in
geography and how Place is interpreted as a concept in school geography. You need to be aware of
some of the challenges facing school geography around pupils’ understanding of ‘Place’ and places.
Preparation Phase: English
1. Prepare 1x A4 digest of the Reading/Writing focuses of the new National Curriculum for English for a
non-specialist (by all means work with someone and pool efforts if you wish). This should consist of
6-8 bullet points on each to serve as a briefing paper for them on the English NC. Pick out the most
salient features from your point of view. It needs to be relatively jargon free and identify the overall
shape of the curriculum structure in your subject. Bring a copy of this with you to the session.
2. Consider the theme of Literature and Place. Choose a literary/narrative text (or more than one if
you like) which is particularly evocative of a place. If it is a short story provide a copy for your
40
Geography colleague. If it is a novel then two or three extracts with a very short synopsis will suffice
as a context.
3. Review your notes from the Teaching Narrative Texts session. Remind yourself about the rationale
for DARTS and make a note about the many different types of DARTS there are and when you might
use each.
4. Be prepared to talk to your Geography colleagues (in pairs) on 2 February about reader response
theory and the way that the meanings of a text reside in the active reading process and not simply in
the search for authorial intention. Talk to an English peer who has some literature expertise from
his/her undergraduate course (the SIS groups are an excellent way of doing this) if you need further
guidance.
On the day:22nd February 2016
 We will be working together between 1.30 and 4.30 pm
 You will initially be working in pairs/threes (English/geography) to peer-teach each other about your
respective curriculum. The intention is that these conversations are relatively informal, but also
important as they inform the next stage of the session.
 Having briefed each other about your respective curricula and having shared some understandings
you will be linked to another pair of students; each group of 4 will develop a short sequence of
lessons drawing together some key understandings from both subjects with the focus being Travel
Writing and or Place in literature.
 You will produce a short lesson sequence on a planning grid, a digest of 4 lesson plans.
We hope the session will enable you all to draw on your creative talents and develop a realistic teaching
scheme to where geography and English can really take on some meaning for pupils in schools.
Susan Jones
Mary Biddulph
41
6.7.3 School Exchange: visiting a student colleague in his/her school
Context
Schools are all very different in terms of ethos, curriculum organisation, resource availability, catchment
area, buildings, profile of teaching staff, size…the list is endless. Whilst Teaching Practice (and to a lesser
extent School Experience) give you the opportunity to get to know one school very well, the opportunity to
visit another school and get a ‘feel’ for it can be very valuable – especially as you begin to prepare for
teaching interviews when you very quickly have to get the measure of a school.
With this in mind we will be pairing you with another PGCE geography student in order to undertake a
‘School Exchange’ visit. You will both arrange to visit each other in school during Teaching Practice for one
day. This process will enable you to visit another school, visit another geography department and informally
observe your student colleague teaching. In order to ensure the success of this process we suggest you do
not leave organising the exchange until very late in the Teaching Practice and that all exchanges should be
completed before Easter.
Organise your exchange under the following guidelines:
Student hosting the visit:
 Having agreed a date with your student colleague for the visit, ensure that you confirm the date
with your mentor and with the school co-ordinator. This should be done at least two weeks prior
to the visit.
 Confirm exchange visit dates with your tutor so that they do not clash with lesson observation
visits.
 Once the date is confirmed (and you may also need to check school procedures for having
visitors in school) you then need to devise a programme for the day’s visit. This will need to be
carefully timetabled and combine opportunities to observe teaching, undertake a tour of the
school, consider school and departmental resources.
 The visiting student will need this timetable at least one week in advance of the visit to enable
him/her to negotiate the day out of school and to make any special arrangement s regarding
cover work for missed classes and travel to and from the school.
 Part of the programme for the visiting student will also need to consist of time to gather data
about the school such as exam specifications followed in geography, an outline of the KS3
curriculum, assessment arrangements for KS3 in geography, the range of teaching strategies
used, field work opportunities available and any other relevant information.
 The visiting student will observe you teach. Have available a copy of your lesson plan and a copy
of the geography observation schedule.
 Ensure that you follow the common courtesies of having a visitor in school including introducing
your student colleague to members of the department
Student undertaking a visit:
 Having agreed a date with your student colleague for the visit ensure that you confirm the date
with your mentor and that you follow any school procedures for an ‘out of school’ visit. This
should be done at least two weeks prior to the visit.
 One week prior to the visit ensure that you have a copy of the programme for your day’s visit so
that you can make necessary travel arrangements.
 Two days before you are due to visit your student colleague ensure that you complete lesson
plans for lessons that you will be missing and that you go through these with the class teacher
who will be teaching in your absence.
 On the day of the exchange ensure that you are familiar with the structure of the day and that
you arrive on time. Report to the school office as per any other visitor.
 During the day ensure that you are ready with lots of questions and that you gather information
about the department and the school that is helpful to you.
 Undertake one lesson observation of your student colleague where you use the geography
observation schedule to provide helpful and constructive feedback on the teaching you observe.
42
Task
The task is to complete the school exchange and to write a 1xA4 report on your visit. This should not be a
description of the day (attach a copy of the schedule of the day for this), but should be more of a comparison
between two schools focusing on teaching geography. This report should be in your PD File and should be
available for your tutor to read on his/her final visit to school.
6.7.4 Marking and Assessment in Geography
Context
Assessment is an integral part of teaching and learning. Pupils need feedback on the learning that they do in
order to make progress, and teachers need to assess pupils’ learning in order to judge the impact of their
teaching on pupils. When teachers assess pupils they engage in the process of gathering, interpreting,
recording and using information about pupils’ responses to a task. Assessment can happen in a range of
different ways, from formal tests and exams through to the assessment of an oral presentation or the extent
to which pupils participate in a discussion. Assessment requires teachers to make judgements about pupils’
responses against some form of standard expectation. Alongside formative and summative assessment
processes you also need to consider the more pragmatic side of assessment such as what systems are in
place for recording the outcomes of assessment and how you use these in your monitoring, recording and
reporting of pupil progress.
Key questions to consider
1. Do I have a well organised system for ensuring that all pupils are receiving helpful feedback on their
learning?
2. How am I using my assessment outcomes to inform my planning and teaching?
3. What range of assessment strategies have I used and how easy did I find it to implement them?
4. What is my understanding of the more formal elements of assessment, particularly at GCSE and A
level?
5. How am I using formative assessment in my lessons?
Task
During the meeting with your mentor review the range of assessment strategies you have used to date?
Consider what other approaches to assessment you could begin to develop in your teaching and ask yourself
how effective different forms of assessment are in terms of judging pupils’ performance. As there is such
emphasis on formative assessment you need to consider how you are embedding this in your planning,
teaching and lesson evaluations.
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6.7.5 Teaching Skills Matrix – review
Context
Pupils like variety. They value the opportunity to experience different ways of learning and this variety is
essential if you are to be successful in engaging a range of different learners in your geography lessons. As
your confidence begins to grow you will begin to extend your teaching repertoire. However, it can also be
quite easy to get ‘stuck in a rut’ with the range of teaching strategies you use.
The aim of the Teaching Skills Matrix (see Appendices) is to encourage you to monitor the range of strategies
you use.
Key questions to consider
1. What teaching strategies do I now feel confident in using? Why do I feel I am successful in these
strategies?
2. Which strategies am I less successful at using? Why am I not yet succeeding in these strategies?
3. Which strategies have I yet to use with a group? With which groups could I possibly use these
strategies between now and the end of teaching practice?
Task
During the meeting review the range of strategies you have used with different groups to date. Use the
Teaching Skills matrix that you have completed with each group to do this. Having reviewed your teaching
strategies set some targets and time scales in which to begin to expand your teaching repertoire. Review the
relative success of these new approaches in your lessons evaluations and with your mentor.
The following tasks require you to access the mentoring section of the GA website
6.7.6; Teaching Physical geography:
http://www.geography.org.uk/gtip/mentoring/geography/teachinggeography/physicalgeography/
6.7.7: Teaching about the environment:
http://www.geography.org.uk/gtip/mentoring/geography/teachinggeography/teachingabouttheenviron
ment/
6.7.8: Good geography lessons:
http://www.geography.org.uk/gtip/mentoring/geography/teaching/goodgeographylessons/
6.7.9: Teaching for diverse learning needs:
http://www.geography.org.uk/gtip/mentoring/geography/learning/differentiation/
6.7.10: Thinking through geography:
http://www.geography.org.uk/gtip/mentoring/geography/teachingstylesandrepertoire/thinkingthroughg
eography/
44
6.7.11: Summer Term School-based Inquiry (SBI)
SBI will provide you with the opportunity to undertake educational research in a school (school B), with a
whole-school (Schools and Society) focus. The whole school inquiry is collaborative to be completed by all
the PGCE student teachers in the school. Inquiries will be agreed in outline at the beginning of Teaching
Practice. The whole-school SBI forms the basis of the SBI Schools and Society assignment (see Assessment
Handbook) which is assessed at M level. Student teachers will also give a Schools and Society group
presentation during the final week of the course. This is not formally assessed but is a course requirement.
Geography SBI Task
During the summer term all geography students will undertake 2 days of fieldwork at Lea Green. This work is
the culmination of planning across the year and will require you to teach Y8 students in the field. This
fieldwork is the subject-based element of SBI for geography students and in addition to planning and
teaching the field work all are required to complete a group presentation evaluating the work during the
final week of the course. This is not formally assessed but is a course requirement.
The presentations will constitute an evaluation of the relative success of the days that you planned and will
address;
a.
b.
c.
d.
e.
The kind of geography the pupils learned and how these linked to key concepts in geography
The quality of the activities planned and how these supported geographical learning
The place of geographical enquiry in the planning and teaching
Ways in which the days contributed the development of generic and geography specific skills
Changes you would make to the day and potential areas for development
Time - 15 minutes plus 5 minutes for questions
Powerpoint - 5 slides maximum.
In addition to the whole-course research project and the subject specific task all students will be expected to
retain some element of their teaching timetable and also ensure that this final phase of the course is used to
good effect in terms of meeting professional development targets. All students are expected to spend 100%
of their time in school except if they are attending interviews, on field work or participating in other off-site
school based activities which have tutor/mentor approval.
45
7. Fieldwork tasks and opportunities
During the PGCE year you will have the opportunity to participate in a range of different geography fieldwork opportunities. Fieldwork is an important part of geography teaching and an important part of your
professional development.
Summary of fieldwork opportunities:

Friday 13th November
- Saturday 14th November 2015
Residential field weekend at Lea
Green Derbyshire

Tuesday 23rd February 2016
Planning day at Lea Green
Derbyshire

Monday 18th April 2016
Planning afternoon at University with
Heanor Gate and Highfields staff

25th April 2016
Submit Lea Green Plans to
University tutors

Teaching days at Lea Green:
Geography Fieldwork with
Y8 pupils
12/13/14/15th May 2016
(During Flexible fortnight)
7.1 Lea Green residential field weekend
A key feature of the weekend is to begin to develop you skills for planning, teaching and assessing fieldwork.
The course will also cover issues such as health and safety in fieldwork and risk assessment. It will also set
the scene in terms of area familiarisation for fieldwork to be undertaken in the Summer Term with primary
school pupils.
 Lea Green fieldwork planning day : Tuesday 23rd February 2016
This day will begin your preparation for the fieldwork day that you will plan and
subsequently teach to pupils at Lea Green in the Summer Term. You will have the opportunity to
teach your fieldwork day on TWO occasions. You will have an overarching theme to guide your
planning, but you will need to consider what forms fieldwork can take for younger pupils to ensure
that they have access to geographical enquiry, but in a creative way.
Please include your group plan and risk assessment for Geography in your RoPD.
On Monday 20th June 2016 you will present and evaluate your fieldwork day to the subject group.
School-based fieldwork
Other opportunities for field work may occur during School Experience, Teaching Practice or SBI. In such
instances we would positively encourage you to take up such opportunities where feasible.
46
8. Reading Education Literature
Introduction
Reading literature about education in general, and teaching and learning in geography in particular, is an
important aspect of the PGCE course. It is one of the things that make this a post-graduate course of study
at Master’s Level, rather than a craft apprenticeship! Education is a field of study and intellectual endeavour
in its own right, and an important part of your development as a teacher of geography exists in making the
links between your subject knowledge and what you will learn about the processes of teaching and learning,
(your pedagogical knowledge).
You need to create time to read. For those not involved in supported self-study sessions it might be a good
idea to set aside afternoons designated for supported self-study to read.
8.1 Core Texts
(There are 5 copies of all core texts in the library)
Balderstone, D. (ed) (2006) Secondary Geography Handbook, Sheffield: Geographical
Association.
Brooks, C. (ed) (2009) Studying PGCE geography at M level: reflection, research
and writing, Abingdon: Routledge.
Butt, G (ed) (2011) Geography, Education and the Future. London. Continuum.
Biddulph, M., Lambert, D. and Balderstone, D. (2015) Learning to Teach Geography in the Secondary
School: A Companion to School Experience, London: Routledge 3nd edition.
Lambert, D and Morgan,J (2010) Teaching Geography 11-18: a conceptual approach. London. McGrawHill.
Morgan, J. and Lambert, D. (2005) Geography: Teaching School Subjects 11-19; London: Routledge/Taylor Francis
Group.
Roberts, M. (2003) Learning through Enquiry: Making sense of geography in the key stage
3 classroom, Sheffield: Geographical Association.
Roberts, M (2013) Geography through Enquiry. Sheffield: GA.
8.2 Other Reading
Butt, G. (2002) Reflective Teaching of Geography 11-18, London: Continuum
Caton, D. (2006) Theory into Practice: New Approaches to Fieldwork, Sheffield:
Geographical Association
Ferretti, J. (2007) Meeting the Needs of Your Most Able Pupils: Geography, Sheffield:
Geographical Association
Hart, S. et al (2004) Learning without Limits, Maidenhead: Open University Press
Hopkin, J., Telfer, S. and Butt, G. (2000) Assessment in Practice: Raising Standards in
Secondary Geography, Sheffield: Geographical Association
Lambert, D. & Weedon, P. (2007) Geography: Inside the Black Box, Sheffield:
Geographical Association
Martin, F. (2006) e-geography: Using ICT in quality geography, Sheffield:
Geographical Association
47
Mitchell, D. (ed) (2009) Living Geography: Exciting futures for teachers and students,
London: Chris Kington Publishing
Rawling, E. (2008) Planning Your Key Stage 3 Geography Curriculum, Sheffield:
Geographical Association
Rawling, E. (2001) Changing the Subject: The impact of national Policy on school
geography, Sheffield: Geographical Association
Smith, M. (ed) (2002) Teaching Geography in Secondary Schools, London: Routledge/
Falmer
Smith, M. (ed) (2002) Aspects of Teaching Secondary Geography, London: Routledge/
Falmer
Standish, A. (2009) Global Perspectives in the Geography Curriculum: Reviewing the moral
case for geography, Abingdon: Routledge
Swift, D. (2005) Meeting Special Educational Needs in the Curriculum: Geography,
Sheffield: Geographical Association
Taylor, L (2004) Re-presenting Geography, Cambridge: Chris Kington Publishing
White, J. (ed) (2004) Rethinking the School Curriculum, London: Routledge/Falmer
Bailey, P. and Fox, P. (1996) Geography Teachers’ Handbook, Sheffield: Geographical
Association
Battersby, J. (1995) Teaching Geography at Key Stage 3, Cambridge: Chris Kington
Publishing
Biddulph, M. and Bright, G. (2003) Theory into Practice: Dramatically Good Geography.
Sheffield: Geographical Association.
Broad, J. (2001) A-Z Advancing Geography: Key Skills, Sheffield: Geographical
Association
Brooks, C. and Morgan, A. (2006) Theory into Practice: Cases and Places, Sheffield:
Geographical Association
Butt, G. (2000) The Continuum Guide to Geography Education, London: Continuum
Butt, G. (2001) Theory into Practice: Extended Writing Skills, Sheffield: Geographical
Association
Day, C. (2004) A Passion for Teaching, London: Routledge/Falmer
Donnert, K. (1997) A geographers guide to the Internet, Sheffield: Geographical
Association
Dove, J. (1999) Immaculate Misconceptions, Sheffield: Geographical Association
Fisher, C. and Binns, T. (eds) (2000) Issues in Geography Teaching, London: Routledge
Fisher, T. (1998) Developing as a teacher of Geography, Cambridge: Chris Kington
Publishing
Fisher, T. (2002) Theory into Practice: Webquests in Geography. Sheffield: Geographical
48
Association
Foskett, N. and Marsden, W. (eds) (1998) A Bibliography of Geographical education 19701997, Sheffield: Geographical Association
Grimwade, K., Reid, A. and Thompson, L. (2000) Geography and the New Agenda,
Sheffield: Geographical Association
Holmes, D. and Fairbrother, D. (2000) A-Z Advancing Geography Fieldwork, Sheffield:
Geographical Association.
Hopkin, J., Telfer, S. and Butt, G. (2000) Assessment in Practice: Raising Standards in
Secondary Geography, Sheffield: Geographical Association
Job, D., Day, C. and Smyth, T. (1999) Beyond the Bikesheds: Fresh approaches to
fieldwork in the school locality. Sheffield: Geographical Association
Kent, A. (ed) (2000) Reflective Practice in Teaching Geography, London: Paul Chapman
Publishing
Kent, A., Lambert, D., Naish, M. and Slater, F. (1996) Geography in Education, London:
Routledge
King, S. (2000) High-tech Geography: ICT in Secondary Schools. Sheffield: Geographical
Association
King, S. (2000) Theory into Practice: Into the Black Box: Observing Classrooms, Sheffield
Geographical Association
Kyriacou, C. (2001) Effective Teaching in schools: theory and practice, UK: Nelson Thornes,
(2nd Edition)
Kyriacou, C. (2001) Essential Teaching Skills, UK: Nelson Thornes, (2nd Edition)
Lambert, D. and Machon, P. (eds) (2001) Citizenship through Secondary Geography,
London: Routledge/Falmer
Leat, D. (1998) Thinking Through Geography, Cambridge: Chris Kington Publishing
Leat, D. and Nichols, A. (1999) Theory into Practice: Mysteries Make You Think. Sheffield:
Geographical Association.
Martin, S., Reid, A., Bullock, K. and Bishop, K. (2002) Theory into Practice: Voices and
Choices in Coursework. Sheffield: Geographical Association
McPartland, M. (2001) Theory into Practice: Moral Dilemmas, Sheffield: Geographical
Association
Morgan, J (2011) Teaching Secondary Geography As If the Planet Matters. Routledge. Oxford
Morgan, J and Lambert, D (2005) Theory into Practice: Race ‘Place’ and Teaching
Geography, Sheffield: Geographical Association
Nichols, A. and Kinninment, D. (2001) More thinking through Geography, Cambridge: Chris
Kington Publishing
Nayak, A (2003) Race, Place and Globalisation: Youth Cultures in a changing World,
London: BERG
49
Standish, A (2009) Global perspectives in the Geography Curriculum: Reviewing the Moral case for Geography. )
Oxford. Routledge
Standish, A (2012) The False Promise of Global Learning: Why Education Needs Boundaries
Bloomsbury,
St. John, P. and Richardson, D. (1997) Methods of presenting Fieldwork Data, Sheffield:
Geographical Association
St. John, P. and Richardson, D (1997) Methods of Statistical Analysis, Sheffield:
Geographical Association
Tilbury, D. and Williams, M. (1997) Teaching and Learning in Geography, London:
Routledge
Walford. R. (2001) Geography in British Schools, London: Frank Cass
Walkington, H. (1999) Theory into Practice: Global Citizenship Education, Sheffield:
Geographical Association
Whelan, R. (2007) The Corruption of the Curriculum, London: Civitas
Wright, D. (2000) Theory into Practice: Maps with Latitude, Sheffield: Geographical
Association
8.3 Journals
1. Primary Geography
2. Teaching Geography – regular features regarding teaching and learning, assessment, the use of
ICT and curriculum development in geography. Probably the journal to which you will refer
most during the year
3. Geography – revamped and much improved
All 3 are available as a Geographical Association member. Electronic back copies can also be accessed once
you are a member.
4. International Research in Geographic and Environmental Education (IRGEE) – an academic
journal dedicated to research in geographic and environmental education
5. Environmental Education Research
6. Children’s Geographies – not an education journal, but has many interesting articles that
provide an important insight into the geographical experiences of children and young people
The University does not currently subscribe to these 3 journals
7. Geography Compass (online journal: occasional geography education articles)
Should be available online at: http://www.wiley.com/bw/journal.asp?ref=1749-8198
8. National Geographic – USA produced and so reflects a range of USA research and perspectives.
Fantastic Images, videos and up to date information that can be used in the classroom. Available
online: http://www.nationalgeographic.com/index.html
50
8.4 Articles from Teaching Geography
Geographical Enquiry
Spring 2010: Almost entire edition of Teaching Geography dedicated to geographical enquiry
Roberts. M: (2003) Learning through Enquiry: making sense of geography in the kS3 classroom. Sheffield
Geographical Association.
Davison, G. (2006) 'Start at the beginning: stimulating geographical enquiry', Teaching Geography, 31, 3, pp.
105-108.
Wood, P. (2006) 'Developing enquiry through questioning', Teaching Geography, 31, 2, pp. 76-78.
Media/visual images
Jones, M. & Rycraft, P. (2007) 'Animated discussion in geography', Teaching Geography, 32, 2, pp. 93-96.
Oakes, S. & Wolton, J. (2006) 'Geography in the media and mediating geography', Teaching Geography, 31, 1,
pp. 26-29.
Brooks, C. (2003) 'Investigating the geography behind the news', Teaching Geography, 28, 2, pp. 70-73.
Fox, P. (2003) 'Putting you in the picture', Teaching Geography, 28, 3, pp. 128-133.
White, J. (2006) 'The trouble with multiple intelligences', Teaching Geography, 31, 2, pp. 82-83.
Bell, D. (2005) 'The value and importance of geography', Teaching Geography, 30, 1, pp. 12-13.
Maps
Dove, J. (2005) 'Between the lines: interpreting lines on maps', Teaching Geography, 30, 2, pp. 98-100.
Wright, D. (2008) 'Equal area world maps: Fair and balanced?' Teaching Geography, 33, 2, pp. 77-79.
Barford, A. & Dorling, D. (2006) 'Worldmapper: the world as you've never seen it before', Teaching
Geography, 31, 2, pp. 68-75.
Jeans, R. (2003) 'Visual impairment and map use', Teaching Geography, 28, 4, pp. 182.
Wright, D. (2003) 'Questioning world maps', Teaching Geography, 28, 4, pp. 174-177.
Differentiation and EAL
Ferretti, J. (2005) 'Challenging gifted geographers', Teaching Geography, 30, 2, pp. 82-85
Rawding, C., Johnson, S. & Price, F. (2004) 'Achieving effective differentiation in geography', Teaching
Geography, 29, 1, pp. 19-22.
Sutton, A. (2004) 'A new friend in class: refugees in school', Teaching Geography, 29, 2, pp. 74-76.
Craven, S. & Best, B. (2003) 'An environmental challenge for gifted and talented students', Teaching
Geography, 28, 4, pp. 148-150.
Job, D., Day, C. & Smyth, T. (2003) 'Multicultural biogeography', Teaching Geography, 28, 2, pp. 83-85.
Snowdon, S. (2003) 'Teaching geography to students with a visual impairment', Teaching Geography, 28, 1,
pp.20-24.
Kitchen, R. (2001) 'Investigating disability and inclusive landscapes', Teaching Geography, 26, 2, pp. 81-5.
Literacy
George, J., Clarke, J., Davies, P. & Durbin, C. (2002) 'Helping student to get better at geographical writing',
Teaching Geography, 27, 4, pp. 156-160.
Clarke, J., Dale, J., Marsden, P., Davies, P. & Durbin, C. (2003) 'Tackling lower ability students’ writing skills',
Teaching Geography, 28, 2, pp. 56-59.
Rawding, C. (2002) 'Literacy across the curriculum: some options for geography', Teaching Geography, 27, 3,
pp. 112-114.
Owen, C. (2001) 'Developing literacy through key stage 3, geography', Teaching Geography, 26, 4, pp. 160-6.
Rider, R. and Roberts, R. (2001) 'Improving essay writing skills', Teaching Geography, 24, 3, pp. 27-9.
Thompson, L., Roberts, D., Kinder, A. and Apicella, P. (2001) 'Raising literacy standards in geography lessons',
Teaching Geography, 26, 4, pp. 169-74.
Thompson, L. and Krause, J. (2001) 'The key stage 3, National Literacy Strategy', Teaching Geography, 26, 4,
pp. 167-8.
51
YPG and Student perceptions
Summer 2010 – almost entire edition of Teaching Geography dedicated to Young People’s Geographies
Warwick, P and Andreotti, V (2007) Engaging Pupils in Controversial Issues through Dialogue
In this article, Paul Warwick and Victoria Andreotti, (University of Leicester) present an innovative dialogue
based approach to engaging Post 16 students with controversial issues in Citizenship Education.
Catling, S. (2005) Seeking younger children's 'voices' in geographical education research, IRGEE, 14, 4, 297304.
Hopwood, N. (2004) Pupils' conceptions of geography: towards an improved understanding, IRGEE, 13, 4,
348-361.
Hopwood, N., Courtley-Green, C. & Chambers, T. (2005) 'Year 9 students' conceptions of geography',
Teaching Geography, 30, 2, pp. 91-93.
Ward, R. (2005) 'Drawing on young people’s experiences', Teaching Geography, 30, 1, pp. 36-37.
Cook, V. (2008) 'Year 9 students' perceptions of fieldwork', Teaching Geography, 33, 2, pp. 72-74.
Norman, M. & Harrison, L. (2004) 'Year 9 students' perceptions of school geography', Teaching Geography,
29, 1, pp. 11-15.
Rynne, E. (2000) 'Year 9 students design fieldwork', Teaching Geography, 25, 2, pp. 61-65.
Citizenship
The Summer 2011 edition of Teaching Geography is themes around ‘Diversity’
Lawson, H, (2006) Evaluating Active Global Citizenship
Owen, C. (2008) 'Developing the International Dimension at KS3', Teaching Geography, 33, 3, pp. 110-113.
Morgan, J. (2005) 'Britishness, geography and education', Teaching Geography, 30, 1, pp. 20-23.
Vatish, V. (2005) 'Place, identity and global interdependence', Teaching Geography, 30, 1, pp. 50.
Watts, S. (2005) 'Year 8s explore 'Britishness"', Teaching Geography, 30, 1, pp. 24-27.
Hopper, M. (2005) 'Geography and security: citizenship denied', Teaching Geography, 30, 3, pp. 130-136.
Machon, P. & Lambert, D. (2005) 'Geography in the holocaust: citizenship denied', Teaching Geography, 30,
3, pp. 125-129.
Turner, S. (2005) 'Global identities', Teaching Geography, 30, 1, pp.51.
Douglas, L. (2004) 'Globalisation, geography and citizenship', Teaching Geography, 29, 2, pp. 60-64.
Storey, D. (2004) 'Different but equal: global citizenship post-16', Teaching Geography, 29, 1, pp. 4-10.
McPartland, M. (2001) 'Geography, citizenship and local community', Teaching Geography, 26, 2, pp. 61-6.
Smyth, T. (2001) 'Citizenship and sustainable development through geography', Teaching Geography, 26, 4,
pp. 179-82.
Morgan, J (2011) Spotlight on ... 'Radical Education and the Common School: The democratic alternative'.
Geography 96 (30 ) 161-163
Pykett, J(ed) (2011) Designing identity: exploring citizenship through geography. Geography 95 (3) 132-142
Place
Autumn 2010 – entire edition of Teaching Geography dedicated the teaching about Place
Rogers, J. (2005) 'Sensing places', Teaching Geography, 30, 1, pp. 38.
Taylor, L. (2005) 'Place: an exploration', Teaching Geography, 30, 1, pp. 14-17.
Cannings, J. (2002) 'Why place?', Teaching Geography, 27, 3, pp. 115-119.
Bustin, R (2011) The living city: Thirdspace and the contemporary geography curriculum
Fieldwork
Taylor, R. (2005) 'It's virtually fieldwork', Teaching Geography, 30, 3, pp. 157-160.
Norman, M. (2008) 'Fieldwork: Coasts and rivers', Teaching Geography, 33, 2, pp. 61-63.
52
Fuller, D., Askinis, K., Mowl, G., Jeffries, M. & Lambert, D. (2008) 'Mywalks: Fieldwork and living geographies',
Teaching Geography, 33, 2, pp. 80-83.
Cook, V. (2006) 'Inclusive fieldwork in a "risk society", Teaching Geography, 31, 3, pp.119-121.
Job, D. (2001) 'Fieldwork for a change', Teaching Geography, 26, 2, pp. 67-71.
Clapham, J. (2000) 'Fieldwork add-venture: using beginner teachers', Teaching Geography, 25, 3, pp. 144145.
Foskett, N. (2000) 'Fieldwork and the development of thinking skills', Teaching Geography, 25, 3, pp. 126129.
Holmes, D. & Thomas, T. (2000) 'Fieldwork and risk management', Teaching Geography, 25, 2, pp. 71-74.
Philips. R (20120 Curiosity and fieldwork. Geography 97 (2) 78-85
Welsh, K and France, D (20120 Spotlight On ... Smartphones and fieldwork . Geography 97 (1) 47-51
House Lapthorn, Moncrieff, Owens-Jones, Turney(2012) Risky fieldwork. Teaching Geography 37 (2) 60-62
Assessment
Bennetts, T. (2005) Progression in geographical understanding, IRGEE, 14, 2, 112-132
Weeden, P. (2005) 'Feedback in the geography classroom: developing the use of assessment for learning',
Teaching Geography, 30, 3, pp. 161-163.
Rooney, R. (2007) 'Using success criteria', Teaching Geography, 32, 1 pp. 51-55.
Wood, P. (2006) 'Internal assessment in the Pilot GCSE: Styles and implications', Teaching Geography, 31, 3,
pp.136-137.
Martin, F. (2004) 'Assessment Matters: It’s a crime', Teaching Geography, 29, 1, pp. 43-47.
Arber, N. (2003) 'Assessment for learning', Teaching Geography, 28, 1, pp. 42-46.
Howes, N. (2003) 'Setting targets for students', Teaching Geography, 28, 2, pp. 90-92.
Hutchings, P. (2003) 'Formative assessment makes a difference', Teaching Geography, 28, 4, pp. 186-187.
Hopkin, J. (2000) 'Assessment for learning in geography', Teaching Geography, 25, 1. pp. 42-44.
Howes, N. & Hopkins, J. (2000) 'Improving formative assessment in geography', Teaching Geography, 25, 3,
pp. 147-149.
Leat, D. & McGrane, J. (2000) 'Diagnostic and formative assessment of students’ thinking', Teaching
Geography, 25, 1, pp. 4-7.
Thompson, L. (2000) 'Target setting: not rocket science', Teaching Geography, 25, 4, pp. 165-169.
Walshe, n (2012) Dialogic diaries: having conversations to develop students' geographical learning. Teaching
Geography 37 (1) 26-29
Curriculum
The 2010 ‘White Paper: the importance of teaching raises new questions about the nature of knowledge
and the school curriculum. The Autumn 2011 edition of TG is focused on the knowledge debate in school
geography
Rawling, E. (2008) 'Planning your KS3 curriculum', Teaching Geography, 33, 3, pp. 114-119.
Bennetts, T. (2008) 'Improving geographical understanding at KS3', Teaching Geography, 33, 2, pp. 55-60.
Jones, M. & Fitzgerald, B. (2007) 'Landscapes of language: geography across the curriculum', Teaching
Geography, 32, 1, pp. 22-28.
Rawling, E. (2006) Connecting Policy and Practice: Research in Geography Education BERA
This BERA report available from the TTRB website considers the relationship of policy and practice for school
geography between 1980 and 2000.
Taylor, L. & Catling, S. (2006) 'Geographical significance: a useful concept?', Teaching Geography, 31, 3, pp.
122-125.
Durbin, C. (2003) 'Creativity: criticism and challenge', Teaching Geography, 28, 2, pp. 64-69.
Rawling, E. and Westaway, J. (2003) 'Exploring creativity', Teaching Geography, 28, 1, pp. 5-8.
O'Brian, J. (2002) 'Concept mapping in geography', Teaching Geography, 27, 3, pp. 135-137
Major, B (2011) Challenging Assumptions: Geography as journey and homecoming. Geography 96 (1) 34-43
ESD
53
Smith, M. & Baker, E. (2008) 'Sustainable development in the new key stage 3 curriculum', Teaching
Geography, 33, 3, pp. 107-109.
Jones, P. (2008) 'Incorporating ESD in the new Key Stage 3 geography', Teaching Geography, 33, 2, pp. 69-71.
Wilson, A. (2007) 'Unsettling settlement: Building Sustainable Communities Project', Teaching Geography,
32, 2, pp. 69-72.
Huckle, J. (2005) TTA Think Piece on Education for Sustainable Development
This paper from the TTRB website provides a brief introduction to ESD.
Huckle, J. (2005) Education for Sustainable Development: A briefing paper for the Teacher Training Agency
This paper from the TTRB website provides an extensive paper on ESD with with many useful links.
Barratt, R. & Barratt Hacking, E. (2004) 'Geography’s role in environmental citizenship', Teaching Geography,
29, 2, pp. 70-73.
Newman, R. (2002) 'Sustainable tourism in the Peruvian tropical rainforest', Teaching Geography, 27, 1, pp.
26-30.
Treanor, C. (2002) 'Investigating sustainability while maximising student use of ICT', Teaching Geography, 27,
3, pp. 131-134.
Wade, R. (2002) 'Sustainable development education and Curriculum 2000', Teaching Geography, 27, 3, pp.
108-111.
Reid, A. (2001) 'Environmental change, sustainable development and citizenship', Teaching Geography, 26, 2,
pp. 72-6.
GCSE and A level
Johns, E & Woods, P. (2008) 'The new GCSE specifications', Teaching Geography, 33, 3, pp.103-106.
Atherton, R. (2007) 'OCR Pilot GCSE: successes and struggles', , 32, 1, pp.19-21.
Marriott, A. (2007) 'The transition from A level to degree geography', Teaching Geography, 32, 1 pp. 49-50.
Wood, P. (2004) 'The new pilot GCSE: a progress report', Teaching Geography, 29, 2, pp. 98-99.
Westoby, G. (2002) 'Matching the text to GCSE students' needs', Teaching Geography, 27, 4, pp. 161-163.
Wood, P. & Sutton, A. (2002) 'Decision making exercises and assessment in post-16 geography', Teaching
Geography, 27, 2, pp. 69-73.
Grimwade, K. (2000) 'Homework at key stage 4 and beyond', Teaching Geography, 25, 4, pp. 194-195.
http://www.geography.org.uk/gtip/thinkpieces/alevelgeography
Warn, S (20120 Teaching about conflicts at post-16. Teaching Geography 37 (2) 57-59
Technology
Watts, S. (2006) 'Talk the talk: mapping mobile phone masts with GIS', Teaching Geography, 31, 1, pp. 30-32.
Parkinson, A. (2004) 'Have you met Geo Blogs', Teaching Geography, 29, 4, pp. 161-163.
Todd, S. & Jackson, D. (2003) 'Using interactive whiteboards in geography', Teaching Geography, 28, 4, pp.
183-185.
Hassell, D. &Taylor, L. (2002) 'Linking ICT to thinking and literacy skills', Teaching Geography, 27, 1, pp. 44-45.
Martin, F. (2001) 'Using ICT to raise achievement', Teaching Geography, 26, 3, pp. 117-21.
GIS ideas from the GA website: http://www.geography.org.uk/gtip/gis/
The Knowledge Debate
Firth. R (2012) Disordering the coalition government's 'new' approach to curriculum design and knowledge:
the matter of the discipline. Geography 97 (2) 86-94
Hill ,J and The Editorial Collective (2012) The nature of geographical knowledge. Geography 97 (1) 2-3
Scoffham, S (2011) Core knowledge in the revised curriculum. Geography 96 (3) 124-130
54
8.5 Websites
The following is a list of really useful educational websites. Some are portals, some are links to the
geography education section of much larger websites and most have links to other websites. There are
thousands of websites now – we think these are some of the more useful ones for geography teachers. If
you find any other really useful websites – let us all know.
■
BBC Education
www.bbc.co.uk/education
■
BBC Bitesize – Geography
http://www.bbc.co.uk/schools/gcsebitesize/geography
■
Best Practice Fora: Geography Websites
http://www.learningwithsouthglos.org/Geography/curriculum/resources/usefulwebsites/websit
es_subject.htm
A must for teaching!!!
■
DCFS QCA Schemes of Work for Geography
www.standards.dfes.gov.uk/schemes
■
Education Guardian
http://education.guardian.co.uk/netclass/schools/geography/0,,97536,00.html
■
Funderstanding
www.funderstanding.com/theories.cfm
All about learning
■
Geo Resources
www.georesources.co.uk
Good site for teaching resources and ideas
■
Geographical Association
www.geography.org.uk
■
Geography in the news
http://www.geographyinthenews.rgs.org
A must for teaching!!!

Geography Teaching Today
http://www.geographyteachingtoday.org.uk/
■
Global Arcade
http://www.globalarcade.org
Play arcade games and learn about globalisation
■
Google UK Schools
http://www.google.co.uk/intl/en/schools/index.html
Helps you to use Google tools in the classroom and to keep up to date with
what is going on in the world
■
H2g2 The Beginners Guide to Human Geography
http://www.bbc.co.uk/dna/h2g2/A863363
■
John Huckle Education for Sustainability
http://john.huckle.org.uk
55
■
Juicy Geography: Noel Jenkins, site for geography teachers – lots of ideas
http://www.juicygeography.co.uk/
■
Kidsknowit.com
http://www.kidsgeo.com/geography-for-kids/index.php
Great for making the atmosphere accessible for younger students
■
National Geographic
http://www.nationalgeographic.com/index.html
■
OFSTED
www.ofsted.gov.uk
■
Oxfam Education: Geography Resources
http://www.oxfam.org.uk/education/resources/category.htm?58
■
Pupil Vision
www.pupilvision.com
■
Radical Geography: Tony Cassidy’s site (local mentor) for more radical teaching ideas
http://www.radicalgeography.co.uk/
■
Schools Secondary Ages 11-16 (BBC)
http://www.bbc.co.uk/schools/websites/11_16/topic/geography.shtml
■
Schools Ages 16+ (BBC)
http://www.bbc.co.uk/schools/websites/16/topic/geography.shtml
■
Spartacus
http://www.spartacus.schoolnet.co.uk/REVgeography.htm
■
Staffordshire Learning Net: Geography
http://www.sln.org.uk/geography
good site for teaching resources and ideas
■
Talent
http://ecs.lewisham.gov.uk/talent/index.html
Website to support your own development of the use of ICT in the classroom
■
Times Educational Supplement (TES)
www.tes.co.uk
■
QCA innovating with geography
http://www.qca.org.uk/geography/innovating/geography_matters/cpd_activities
Exemplars of how to use web-based resources
http://www.qca.org.uk/geography/innovating/geography_matters/index.htm
New developments and issues related to teaching geography
■
QCA National Curriculum
http://curriculum.qca.org.uk
■
QCA 14-19 Education
www.qca.org.uk/14-19
56
9 APPENDICES
The following are included to support your work during the course of the PGCE year.
9.1
Teaching Skills Matrix
Name of group: ____________ Subject/Topic ____________________________
KEY AREA:
Dates used:
Specific detail:
MAIN FOCUS:
Knowledge and
Understanding
Skill Development
Attitudes and Values
KEY SKILL
DEVELOPMENT:
Communication
Numeracy
ICT (specify)
ENQUIRY
APPROACH:
Teacher led questions
Pupil led questions
METHODOLOGY:
Discussion (class,
group, paired)
Question/answer
Instruction/explanation
Comprehension/other
written work
Creative writing
Drama/Role Play
Simulations
Mysteries
Inductive teaching
Field work
57
PRACTICAL WORK:
Experiments
Work for displays or
presentation
Project Work
Chalk/dry wipe board
RESOURCES USED:
OHP
Text/workbooks
Information/worksheet
s
Video camera
Video playback
Digital camera
Photographs
Library
58
9.2 Roles and Responsibilities
The Mentor
The Class Teacher
The Subject Tutor
The Professional Studies Tutor
The Student
Student induction into the department.
Organisation of timetables.
Feedback to students and discussion of progress.
Organisation of a programme of lesson observation.
Completion and discussion of profiles and assessment of students against
competencies.
Weekly meetings with students to evaluate progress and set targets.
Provision of class information, curriculum and resources.
Support in using a range of teaching and management strategies.
Observations of lessons with written and verbal feedback.
Discussion of progress with mentor and method tutor.
Input to profiles and reports.
Prepare student for teaching practice.
Liaison with school staff.
Providing students with opportunities to acquire and develop
competencies as outlined by the DFE.
Work with colleagues in school on planning, delivery and assessment of
the course.
Liaise with schools and students about school placements and classroom
observation.
Liaise with relevant colleagues in school to ensure a range of experiences
and continuity of development of individual students throughout the year.
Discuss final report with school colleagues and students and write an open
reference for students on applications for jobs.
Professional studies tutors are members of the PGCE teaching team from
all 6 subject areas. You will be assigned a Professional Studies Tutor who
will not necessarily be from the Geography team. The role of the
Professional Studies Tutor is to:
Help plan school visits
Complete a lesson observation with the subject mentor or class teacher of
students in her/his professional studies group
Facilitate SBI planning.
Ensure adequate preparation for work in school through active
participation in method work and professional studies.
Attend, be punctual and actively participate in all aspects of the course.
Liaise closely with mentors and class teachers to ensure thorough
preparation of lessons and their subsequent careful evaluation.
Liaise closely with mentors and class teachers to ensure appropriate
familiarity with classes, the curriculum and resources.
Create time to discuss progress and negotiate appropriate targets for the
development of competencies.
Participation in all aspects of school life, (including pastoral work,
attendance at meetings and parents evenings).
Ensure that all assessed work is completed to the best of your ability and
that coursework deadlines are met.
59
9.3 Teachers’ Standards
PREAMBLE
Teachers make the education of their pupils their first concern, and are accountable for achieving the
highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong
subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge
positive professional relationships; and work with parents in the best interests of their pupils.
PART ONE: TEACHING
A teacher must:
1 Set high expectations which inspire, motivate and challenge pupils
 establish a safe and stimulating environment for pupils, rooted in mutual respect
 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
 demonstrate consistently the positive attitudes, values and behaviour which are expected of
pupils.
2 Promote good progress and outcomes by pupils




be accountable for pupils’ attainment, progress and outcomes
be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
guide pupils to reflect on the progress they have made and their emerging needs
demonstrate knowledge and understanding of how pupils learn and how this impacts on
teaching
 encourage pupils to take a responsible and conscientious attitude to their own work and study.
3 Demonstrate good subject and curriculum knowledge
 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject, and address misunderstandings
 demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
 demonstrate an understanding of and take responsibility for promoting high standards of
literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist
subject
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching
strategies.
4 Plan and teach well structured lessons

impart knowledge and develop understanding through effective use of lesson time
60




promote a love of learning and children’s intellectual curiosity
set homework and plan other out-of-class activities to consolidate and extend the knowledge
and understanding pupils have acquired
reflect systematically on the effectiveness of lessons and approaches to teaching
contribute to the design and provision of an engaging curriculum within the relevant subject
area(s).
5 Adapt teaching to respond to the strengths and needs of all pupils
 know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and
how best to overcome these
 demonstrate an awareness of the physical, social and intellectual development of children, and
know how to adapt teaching to support pupils’ education at different stages of development
 have a clear understanding of the needs of all pupils, including those with special educational
needs; those of high ability; those with English as an additional language; those with disabilities;
and be able to use and evaluate distinctive teaching approaches to engage and support them.
6 Make accurate and productive use of assessment




know and understand how to assess the relevant subject and curriculum areas, including
statutory assessment requirements
make use of formative and summative assessment to secure pupils’ progress
use relevant data to monitor progress, set targets, and plan subsequent lessons
give pupils regular feedback, both orally and through accurate
marking, and encourage pupils to respond to the feedback.
7 Manage behaviour effectively to ensure a good and safe learning environment




have clear rules and routines for behaviour in classrooms, and take responsibility for promoting
good and courteous behaviour both in classrooms and around the school, in accordance with
the school’s behaviour policy
have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them
maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.
8 Fulfil wider professional responsibilities





make a positive contribution to the wider life and ethos of the school
develop effective professional relationships with colleagues, knowing how and when to draw on
advice and specialist support
deploy support staff effectively
take responsibility for improving teaching through appropriate professional development,
responding to advice and feedback from colleagues
communicate effectively with parents with regard to pupils’ achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct.
The following statements define the behaviour and attitudes which set the required standard for conduct
throughout a teacher’s career.
61
 Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
o
o
o
o
o
treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
having regard for the need to safeguard pupils’ well-being, in accordance with statutory
provisions
showing tolerance of and respect for the rights of others
not undermining fundamental British values, including democracy, the rule of law, individual
liberty and mutual respect, and tolerance of those with different faiths and beliefs
ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or
might lead them to break the law.
 Teachers must have proper and professional regard for the ethos, policies and practices of the
school in which they teach, and maintain high standards in their own attendance and punctuality.
 Teachers must have an understanding of, and always act within, the statutory frameworks which
set out their professional duties and responsibilities.
Go to www.education.gov.uk/publications
62
9.4 ADVICE FOR WRITING ASSIGNMENTS
At post-graduate level students are expected to write formal assignments in language that is free (or
virtually free) of grammatical and spelling errors. It is therefore important that every effort is made to
eradicate all mistakes and pay attention to the conventions of academic writing, making sure to quote
accurately and observe appropriate protocols such as referencing etc.
Students must CHECK assignments carefully BEFORE submission because:
1. Many errors will not necessarily be picked up by spell-checkers - words missed out, words added,
words that may be spelt correctly, but have the wrong form/meaning etc
2. After editing has taken place it is possible that words have inadvertently been
moved/cut/pasted/deleted
3. The sense is not clear due to poor punctuation.
With attentive checking the overwhelming majority of mistakes can be found and corrected.
In the past some potentially good assignments have been fundamentally marred by writing that is not of
the standard expected at this academic level.
Common problems occur (and recur) in the following areas:
A.
B.
C.
D.
Incorrect use of words
Incorrect grammar
Poor punctuation - especially overlong and confusing sentences
Incorrect use of apostrophes
The following are just a few genuine examples of mistakes lifted from recent submissions. Errors are
underlined (where it is possible to show them). Some errors may fall into several categories.
A. INCORRECT USE OF WORDS
An idea supported by Durbin (2006) whom says when discussing the role of the media, “it is vital that in a
secondary school ….”
Finally one that issue raises itself constantly in Britain today is …
TAGs are used as a motivate for students achieving their GCSE grades …
… which was necessary from a exams result perspective …
On reading this question I had an immediate reflection on my own education and unpicked the areas and
topics in which I believe to have been controversial or sensitive.
63
Although I feel strongly towards the importance of controversial and sensitive issue … I can acknowledge
why other may disagree
… it was apparent that controversial and sensitive issues where what engaged them the most, …
… a major Geographical concept, that could be seen as controversial, has been one of negativity towards
the UK and Brutishness. (!!!)
and the ways in which different department use this key information to monitor a student’s progress.
By this I believe it means that it is societies ever changing points of view that effects whether a subject
becomes controversial.
WORD(S) MISSED OUT ALTOGETHER OR ADDED UNNECESSARILY
This use of data has developed over time, where great advances in data collection, which is now being
used to form league table.
… to gain an appreciation of the wider world in which they live in.
B . INCORRECT GRAMMAR – FALSE AGREEMENTS, CONFUSION OF SINGULAR/PLURAL,
the respondent may feel compelled to say what they think is the ‘right’ answer.
a child is essentially being set up for failure when the child will never be able to reach a grade that the
school hopes for them.
A Stated Commitment allows the teacher to make known their views on a certain topic or issue.
The interactions of human and physical geography was seldom considered by pupils in interviews …
it is something that causes debate or has the listener questioning themselves
B. POOR OR LACK OF PUNCTUATION
As mentioned previously the limitations that are presented in terms of opportunities to go off the school
site and study and an interesting point raised from an interview with a teacher was that the teaching
being affected by a changing of exam board which was necessary from a exams result perspective
however it limits the teaching of a wider range of geography topics that was available with the other.
A study by (Rynne, 2000) saw that those who would usually not contribute in class found the opportunity
to see the fun, excitement and importance of …
D.INCORRECT USE OF APOSTROPHES
The teachers in this school feel currency helps to support their teaching and their pupil’s learning.
64
… the best opportunity to engage pupils learning.
When asked what they would like to study more of in their geography lessons pupil’s were surprisingly
traditional, representing a stereotypical view of geography.
In virtually all of the above sentences lifted from recent assignment submissions Word checkers would
have suggested to the author that there was a problem.
SIMPLE ADVICE
Students may be interested in the following advice on the three most common mistakes.
1
Incorrect agreements:
‘A Stated Commitment allows the teacher to make known their views on a certain topic or issue.’ This
error is very common especially in the spoken language and is a genuine problem because the correct
version can seem clumsy, despite being correct:
A Stated Commitment allows the teacher to make known his or her views on a certain topic or issue.
If you feel this correct version is clumsy it is usually possible to avoid the mistake by using the plural:
A Stated Commitment allows teachers to make known their views on a certain topic or issue.
2
Apostrophes:
Apostrophes are used in English to denote a ‘possessive connection’ between two nouns and the position
of the apostrophe generally denotes whether the ‘possessing’ noun is singular or plural.
Thus the boys books without apostrophes is unclear. (Note how Word often underlines in green!)
The boy’s books = the books of the boy - whereas the boys’ books = the books of (several) boys
‘The teachers in this school feel currency helps to support their teaching and their pupil’s learning.’
This should read their pupils’ learning, assuming the teachers have more than one pupil to support!
‘… the best opportunity to engage pupils learning’
This should read … the best opportunity to engage pupils’ learning (- the learning of pupils)
‘When asked what they would like to study more of in their geography lessons pupil’s were surprisingly
traditional, representing a stereotypical view of geography.’
This should read pupils were surprisingly traditional, because here no apostrophe is needed as there is no
possessive relationship.
65
3. Incorrect use of words:
‘By this I believe it means that it is societies ever changing points of view that effects whether a subject
becomes controversial.’ This should, of course, be ‘society’s … and … affects .’
A number of quite common words cause problems – like effect/affect, dependent/dependant etc.
The best advice is CHECK. Use either a dictionary or the dictionary or thesaurus in Word itself, which can
be found in the Review tab.
Final advice (or warning!):
If you don’t check your work regularly and thoroughly, it is only a matter of time before some helpful little
soul points out your error in class during an observation.
If you have been diagnosed with dysorthographia or severe dyslexia please inform your tutor.
66
9.5 The University of Nottingham: School of Education: PGCE Geography Lesson Plan
Group:
Area of geography:
Date:
Time:
Key Enquiry Question (s)or ‘Big Idea’:
Lesson rationale: what is the geographical significance /purpose of this lesson? Why are geographers interested in this
aspect of the subject? Write a short paragraph explaining the geographical significance of this lesson by situating the lesson
content in broader geographical context)
Links with prior learning and next lesson (think about how the geography students are learning is connected – this
will help you think about planning for progression across lessons):
Resources checklist:
How do you intend to cater for the needs of specific individuals in the lesson?(SEN, EAL, High attaining pupils).
Assessment: How do you intend to whether or not students are making progress in the lesson? Will you set homework –
ow will t relate to the learning in this lesson and next lesson?
67
Time
Geographical learning (key knowledge,
concepts, skills to be learned). Generic
learning: numeracy, literacy,
Classroom activity (teacher and students: opportunities for
questions, AfL, student discussion, activity).
Lesson
introduction:
The ‘hook’,
Expectations
Links with
prior learning
Lesson
development:
building on
the start of
the lesson
Lesson
development:
building on
the previous
phase of the
lesson
Lesson
development:
building on
the previous
phase of the
lesson
Lesson
ending:
Reflection on
learning,
purpose of
learning,
where to
next.
68
9.6
69