Tag Archives: CPD

‘Let’s go on an awesome, Arctic adventure!’, Abbey Park Middle School, Pershore, Worcestershire

Well, today, I was back with my partner in crime, Sarah Shaw, for an awesome, Arctic adventure, but this time at Abbey Park Middle School in Pershore, Worcestershire.  Melanie Hirst, a Year 6 teacher and Geography Subject Leader at the school, had attended a CPD workshop that I delivered last March and, subsequently, signed up to the Global Learning Programme (GLP). After completing the short, Whole School Audit (WSA), she received £500 of e-credits to spend. A perusal of the courses and events advertised online led her to our pupil and staff offering (amalgamating aspects of a successful Key Stage 2 to Key Stage 3 transition project and CPD workshop for teachers), which she promptly booked for the penultimate week of the school year.  Emily Hastings, a freelance drama specialist (see www.actinguptheatre.co.uk  and www.facebook/EmilyHastingsactingup for further details) asked if she could pop along to see us ‘in action’ … Sarah, Abbey Park Middle School and I were only too happy to oblige … after all, the more the merrier!

Sarah and I had an action-packed, interactive day planned, so it was straight to work!  Initially, we all gathered in the school hall.  The children sat around large tables in their allocated ‘country’ groups (named after nations lying within the Arctic Circle), ready to tackle our starter activity (a jigsaw puzzle centred upon the Arctic).  By piecing together the puzzle, youngsters were able to establish where we would be sailing to for the remainder of the day.





Next, I launched Google Earth and projected it onto the large screen, so that I could take pupils and teachers on a virtual trip, from their home market town of Pershore to the geo-magnetic North Pole.  We considered the distance, direction and time involved, identified countries lying within the Arctic Circle and some of its key physical (natural) and human features, as well as highlighting pressing environmental issues. The aim was to specifically target place and locational knowledge (with a few teachers and support staff learning alongside the children too).  I then outlined the learning objectives and the proposed format for the morning.

Whilst Greenland, USA, Canada and Russia remained with Sarah for a dance/drama session, Norway, Sweden, Finland and Iceland joined me in a nearby classroom or ICT Suite to further enhance their place and locational knowledge.  In their hour with Sarah, the children entered into the world of the Arctic.  They were transported to the region, became explorers and set off across the snowfields and great glaciers.  On their way, they encountered wildlife, both on land and in the sea, and learnt how their habitats are under threat due to climate change.  Some photographs of the youngsters as avid adventurers can be seen below:







With me, the children embarked upon four, different activities in an attempt to answer the following questions:

  • What are the challenges facing the Arctic today?
  • What will the Arctic look like in the future?

Firstly, working in their ‘country’ group, pupils were given two plastic hoops so that they could create a Venn diagram and an envelope containing facts relating to the Arctic.  They were required to sort the facts into those that they believed to be ‘true’, those that they believed to be ‘false’ and ones that they were ‘unsure about’.  They then had to place the facts at appropriate points on their Venn diagram.  Later, I revealed the answers, correcting those statements that were ‘false’ in the process.



I also posed a question or two to the children:

  • Were there any facts that surprised you?
  • If so, how/why?

They had some interesting comments.  For instance, one individual was surprised that penguins do not live at the North Pole despite its freezing temperatures, others were amazed by the variety of wildlife that could be seen in such a cold environment and several were unaware of the sheer size of a polar bear (up to 4 metres tall when stood on its hind legs and having paws the length of a long ruler).

Secondly, again working in their ‘country’ group, students had to match each image with its caption to discover more about the Arctic region.  Once the answers had been divulged, I asked the youngsters if the Arctic region was as they imagined it to be.  Pupils were keen to contribute, which was lovely to see.  The majority did not realise that so many people lived within the Arctic Circle (around 4 million) and that towns with ‘proper houses’ existed, for example.



It was intended for each ‘country’ group to draw up a list of ten words that they felt best described the Arctic.  However, as time was at a premium, I simply went around the room asking each pupil in turn whilst their teacher recorded their words onto the whiteboard. These words will later be inputted into the text box at http://www.wordclouds.com/ to create a word cloud. This word cloud can then be printed, enlarged and referenced at appropriate points to support further written work in class and help reinforce topical vocabulary.

Lastly, it was ‘spot the difference’ time.  In their ‘country’ group, pupils were expected to look carefully at two satellite images that they had been given (of the same place, at the same time of year, but a few years apart) and record how many differences they could spot.  After a few minutes, I selected individuals to share the differences they had observed. When doing so, I encouraged them to use locational and positional language as well, e.g. in the foreground, behind the…, there is no… in image 1, yet in image 2 there is a… .  Pupils were really observant, noting changes to the shape, extent and colour of the ice, in addition to identifying new land. Afterwards, I provided detailed explanations for each observation.

A short break was needed by pupils, staff and consultants before the four ‘country’ groups rotated to complete the alternative session.

Just before lunch, we convened in the school hall for a short plenary.  The ‘country’ groups performed their dance/dramas confidently … Sarah always achieves so much with pupils in such a short space of time!  We then reflected upon our learning and experiences (since I was leading this, teachers were able to gather audio-visual evidence of pupils’ ‘concluding comments’).  We used ‘thumbs up/thumbs down’ signals when referring to the learning outcomes.  Both Sarah and I were encouraged by the willing show of thumbs pointing upwards. In order to stimulate an element of higher order thinking, I had hoped to challenge pupils to the following questions, but dinner had to be served and a prompt finish was required :

  • What do you think the Arctic will be like in 2050?;
  • What now needs to be done in order to secure a positive future of the Arctic?
  • Is there anything that you could personally do?

These questions could be explored with their class teachers over the next day or so, perhaps? Each child was then presented with a geography badge as a reward for their efforts, which they wore with pride for the rest of the day.

Gill Johnson from Wicked Weather Watch (https://wickedweatherwatch.org.uk/) kindly arranged for Digby Rawlins to also pay a visit today.  Digby had just returned from a stint on Northabout (the boat that completed the record-breaking Polar Ocean Challenge between June and October 2016 – see http://polarocean.co.uk/ for further details); for him, it had been quite a challenging voyage from Ireland to Greenland, but well worth it, judging by the first-hand experiences he had to recall and stunning photographs and movie clip that he shared with the students. Afterwards, Digby invited the audience to ask any questions that they had; he was truly put in the ‘hot seat’ at this point, but it did show how engaged and enthused the children were!








In order to make the day as productive as possible, we offered a CPD session/working lunch for staff involved with the day.  They were asked to reflect upon the morning, identifying WWW (what went well) and EBI (even better if) and consider their ‘next steps’, annotating a pair of feet as a record of their intentions.  This provided instant and effective feedback for Sarah and I too … we are always looking to develop new themes for workshops/improve what we already do. Besides, we love to leave a school feeling confident that they could replicate the sessions with other year groups/classes.  We both shared further resources/web-links and ideas with teachers so that they could take today’s learning a step further or integrate it into their future curriculum planning. Seeing professionals so appreciative and inspired makes what we do all the more worthwhile.



As can be seen below, the feedback from staff and observers to date has been very positive:

‘Thank you for the Arctic theme day.  The children really enjoyed it and got a lot out of the different activities.’ (Year 6 teacher)

‘Thank you very much.  It was very interesting to see.  I thought what you guys did yesterday was brilliant, especially as your audience were pretty tough.’ (Emily Hastings)

Thank you for having us, Abbey Park Middle School!

 

Time for some brainstorming!

This morning, I met with Emily Hastings from Acting Up! (see https://www.facebook.com/EmilyHastingsActingUp/ and http://www.actinguptheatre.co.uk/
for further details) to brainstorm ways in which we might collaborate in the near future.

I am keen to work with the Education Performance and Inclusion Team at Gloucestershire County Council to establish a Geography/Humanities Subject Leaders’ Network for primary schools (as they already have operating for English, mathematics and science) and run three different workshops over the course of the next academic year.  I would hope that these days contain a strong element of interactivity since I feel that this approach gives teachers more confidence to replicate the suggested activities in the classroom.  It is essential that creativity/innovation features highly too; several schools need to embrace fresh ideas to re-ignite teaching and learning within their establishments and inspire and engage youngsters.  ‘Taking learning outside the classroom’, ‘integrating geography/history with the arts’ and ‘promoting enquiry-based learning’ would be ideal themes to explore throughout 2017-2018.  Not only do I have plenty of projects/examples to showcase/share with delegates, but I am also able to draw upon other people’s expertise, such as Emily for drama, Sarah Shaw for dance and Kathryn Minchew for D&T (food).  Enticing the Teaching School at The Crypt School , where I will be teaching two days a week from September 2017, to host such workshops might be my next challenge; we could all benefit from pooling contacts and the associated publicity, I feel sure.

Over coffee, Emily and I discussed opportunities to work together in the near future and gave each other plenty of food for thought.  It was great for both of us to have someone very like-minded to bounce ideas off.  Back to the drawing board now and a few leads to pursue … watch this space to see how things evolve.  Exciting times ahead, hopefully!

 

‘Geography, geography and more geography!’ (Department of Education, University of the West of England, Bristol)

The above was the theme for the Department of Education’s annual geography conference, this year held on Wednesday 14th June 2017 at UWE’s Frenchay Campus.  Mark Jones, PGCE Geography Tutor and UWE Teaching and Learning Fellow, once again invited me to attend for ‘free’ if I was prepared to contribute to the ‘market place sessions’ that he had planned for the afternoon (what a bribe!).  I agreed to this and said that I would take delegates off on an awesome, Arctic adventure, showcasing a recent Global Learning Programme (GLP) KS2-KS3 transition project that I had steered and sharing a number of new resources/web-links related to the Arctic region and climate change.

Following a formal welcome by Mark Jones and Garry Atterton, the Geographical Association Bristol Branch President, it was over to Mary Biddulph, the current Geographical Association President, for the keynote address, entitled ‘Inclusive geographies’.  Mary was actually one of my tutors when I completed by PGCE at the University of Nottingham many moons ago!  It was lovely to see Mary again and chat with her over break and lunch later on too.  Mary spoke confidently and provided much food for thought.  She began by stating that students should be given the opportunity to formulate and share their perceptions of place; this is often shaped by their own experiences, which may be very different to ours.  Mary highlighted the dynamic world in which we live (our world is very different now to simply a year ago) and reinforced that geography has a role to play in explaining this to students.  There is a need to address ‘diversity’.  We should also refrain from labelling students time and time again to avoid them believing they are ‘a nothing’. Some youngsters really struggle to determine who and what they are and this is something that geography can help to tackle.  It is important that we, as geography educators, ‘bring the world into the classroom’; we cannot always take learning outside its four walls.  In addition, Mary emphasised that ‘expertise’ really matters and days like this, when geographers come together, are wonderful.  She shared with us several ‘must reads’ and ended with one of her favourite clips; a lad called Anton, from London, talking about geography.

Next, it was time to update our subject knowledge further.  Harry West and Michael Horswell, both based at UWE, discussed GIS.  They introduced many of us to the amazing Mentimeter tool for the first time (https://www.mentimeter.com), in order to gain some insight into our opinions about, and experiences of using, GIS.  Harry and Michael then focused on the ArcGIS online platform and covered basic data visualisation, spatial analysis and the use of ‘story maps’ to present findings. I found this session to be hugely enlightening and inspiring.  I intend to trial Mentimeter as a means of collating feedback at a forthcoming CPD workshop for teachers that I am delivering.  Now that I am aware of the ESRI schools programme being FREE for secondary schools, I will share this with colleagues at The Crypt School at a geography planning day next week and discuss how it might be used to support fieldwork activities at Key Stages 4 and 5.  It may even be that Harry West can come and work alongside teachers and students on such days.

Delegates were then split into two groups, with one attending a lecture on ‘urban geography’ given by Dr Andrew Tallon, Senior Lecturer in Urban Policy and Programme Leader for BA Geography at UWE, and the other listening to Joan Foley, a Senior Lecturer in Education and PGCE English Tutor at UWE, who spoke passionately about ‘place in literature’.  Both were incredibly knowledgeable and had the audience engaged throughout.  I have done much to promote literacy in geography over time, but it was great to pick up several new ideas from Joan, which will certainly feature in my future lessons with Key Stage 3 and 4 students at The Crypt School.  Andrew ‘zoomed in’ on the city of Bristol, identifying its key contemporary issues and outlining its many urban regeneration projects, past and present.  It was interesting to learn about Bristol’s ‘cargo zone’, a venture involving the conversion of cargo containers into food and drink outlets and so forth, that is now being replicated elsewhere.  It seems that Bristol is no longer a ‘copier’, but an ‘innovator’ of urban regeneration.  Andrew also suggested trying to portray a place through photographs and video clips; this would make a great fieldwork project around the Gloucester Quays with Key Stage 3 students at The Crypt School next academic year.

With rumbling tummies, we were keen to head towards the street cafe for lunch.  As usual, the catering team had done a fine job of preparing and presenting a delicious and varied cold buffet.  There was a real ‘buzz’ about the place too; individuals took the opportunity to catch up with some familiar faces, as well as introduce themselves to others. Geographers tend to be hugely multi-skilled; most are extremely sociable and have very enquiring minds, always keen to discover more!

The afternoon was referenced as ‘subject-specific CPD opportunities – consuming and contributing’ and slightly less formal.  It was divided into four sessions, namely:

1. ‘Future CPD for geographers’, which touched upon face-to-face and virtual networks, as well as communities of practice and the role of subject associations (Geographical Association and the Royal Geographical Society).

2. A ‘market place’, where delegates could trade ideas and contribute to discussions.

3. A ‘Teach Meet’, with contributions given by experienced teachers, NQTs and PCGE students.

4. ‘Final comments and ways forward’.

Since I had been given responsibility for the delivery of two market place sessions, I was only able to ‘dip into’ some parts of the afternoon.  However, it was great to witness such enthusiasm for the subject and have the chance to do a spot of networking.  There will definitely be a few individuals whom I will be e-mailing shortly, some approaches that I will put into practice once back in the classroom, e.g. Frankenstein exam questions, T marking, exit tickets, listening triads and web-links/resources that I endeavour to explore further, e.g. Oxfam: Mapping our world (http://www.oxfamblogs.org/education/mapping_our_world/mapping_our_world/l/home/index.htm).

My ‘market place’ contribution showcased a Global Learning Programme (GLP) KS2 to KS3 transition project that I had recently steered between four Gloucestershire schools (one secondary and three primaries) (see for further details: http://espley.creativeblogs.net/2017/03/03/global-learning-programme-glp-ks2-ks3-transition-project-cirencester-deer-park-school-cdps-gloucestershire/) and shared a number of new resources/web-links related to the Arctic region and climate change, e.g. Wicked Weather Watch (https://wickedweatherwatch.org.uk/) and Charles Rawding et al.’s efforts (https://www.wilabonn.de/en/projects/723-expedition-greenland-sustainability.html).  I took along some fliers about the Arctic Alive project (http://www.canadaukfoundation.org/arctic-alive/) that had been sent to me by the Canada-UK Foundation (http://www.canadaukfoundation.org/), along with a few complimentary copies of The Week Junior (http://offers.theweekjunior.co.uk/), a fantastic, topical resource for use with both KS2 and KS3 students.  Some participants had come across Arctic Alive and The Week Junior before, but all picked up some new resources/web-links and ideas for teaching about the Arctic, the tundra biome, cold environments, climate change, etc.

Time to get delegates working!

A quick starter activity … identifying links to the Arctic at Key Stages 3, 4 and 5.

Sharing teaching and learning experiences.

Many thanks for inviting me along today, Mark and Garry.  Excellent organisational skills ensured that this was a worthwhile, insightful and well-attended event.  I look forward to seeing you all again in 2018!

 

 

Twilight staff training: Abbeymead Primary School, Gloucester

My task this afternoon was to deliver a twilight training session centred upon ‘taking learning outside the classroom’ for all staff at Abbeymead Primary School on the outskirts of the city of Gloucester.  Fortunately, the weather was fine and dry, so we were able to spend some time outside replicating a few of my suggested activities … this does not always happen when fieldwork is planned, believe you me!

To begin with, we based ourselves in a classroom.  Here, I outlined the aims and format of the session, before promoting the importance of fieldwork.  I shared some research conducted by a group of primary Head Teachers on behalf of the National College for Teaching and Leadership (NCTL), which listed the ‘hallmarks’ of an ‘outstanding curriculum’, many of which have strong connections to a powerful geography curriculum.  It also helped to signal the ways in which geography can contribute to the aims and values of the whole school and the personal development of every pupil within it.  We accessed the National Curriculum programmes of study for geography at Key Stages 1 and 2 and ‘zoomed in’ on the sections entitled ‘geographical skills and fieldwork’.  Next, I projected the Geographical Association’s (GA) ‘framework’, which exemplifies progression very clearly and includes age-related expectations in geography, as well as communicating their thoughts regarding fieldwork.  I briefly talked through the enquiry approach, which is fundamental in geography.  I referred to the updated Ofsted handbook and the direct implications that this has for geography, along with a recent geography survey visits report and a couple of outstanding school case studies.  These items were added to a folder on the school’s network in case teachers wished to delve into them more deeply at a later date.

With time at a premium this afternoon, I was keen to move on.  My prime aim was to showcase quick, cheap and easy activities that could be conducted beyond the four walls of the classroom and the achievements of similar schools locally, many of which have been supported by funding from the Frederick Soddy Trust.  Examples included:

  • ‘geographical glasses’;
  • ‘secret street detectives’, with case study material from Calton Primary School in Gloucester;
  • Andrea Mosaic;
  • emotional mapping with Quikmaps;
  • den building;
  • journey sticks;
  • The Geography Collective and Mission:Explore;
  • ‘Go the Extra Mile’ competition run by the Frederick Soddy Trust and the Geographical Association, with an ‘abridged version’ from Hempsted C of E Primary School in Gloucester;
  • Digimap, including reference to a Year 2 geography day for pupils based at The Christian Adventure Centre at Viney Hill in the Forest of Dean.

Geographical glasses.

Younger/SEND pupils could use images instead of text, making this an accessible activity for all.

Developing good observational skills.

After providing an overview of the application process for a Frederick Soddy Trust School Award to unlock the potential of the local environment for fieldwork, I decided to take staff outside and challenge them to a few ‘missions’ from the original Mission:Explore book.  The aim was to demonstrate how they too could easily take learning outside the classroom, even if there was only half an hour to spare.  The teachers appeared to really enjoy this, as can be seen from the photographs below:

Mission 19: Collect A to Z.

Great teamwork!

Proposing to be the gifted and talented group … not content with just collecting one image to represent each of their designated letters of the alphabet!

Making use of technology outside the classroom.

Discovering other ways to use their outdoor learning area.

Mission 26: Swatch nature.

A perfect colour match!

We came inside ten minutes before the end of the session for the ‘plenary’.  Each member of staff was handed a set of footprints.  They were asked to use the footprints to record their next steps once they left the room, starting from the big toes and working outwards.  Each step could be as simple or as complex as they wished.  Later, participants were asked how far they managed to reach and many voiced their ideas/thoughts in the short discussion that pursued.

Finally, each member of staff was given a blank postcard.  They were invited to sum up today’s twilight training session in five words/a sentence or two.  It was suggested that they might take the WWW/EBI approach, although this was by no means compulsory.  They could add their name and position or remain anonymous.  Instant feedback such as this is really useful for me when planning future CPD sessions, in addition to giving SLT some indication of any further support that might be appreciated or required.

‘Very informative and fabulous.  Thank you.’

‘Lots of simple, practical, yet inspiring ideas for excellent teaching and learning in geography.  Thank you.’

‘Interactive; helpful; interesting; pacey; creative.’

‘Valuable; helpful; interesting; useful; resourceful.’

‘Practical outdoor ideas for children.’

‘Range of ‘cheap’ tasks.  Practical. ‘Outside the box’ missions.  Revisiting geography. A stronger focus on Upper KS2 depth, perhaps?’

‘Explorative work outdoors with technology!’

‘Informative; eye-opening; practical.’

‘I enjoyed the practical activities.’

‘Great ideas for getting children into geography.’

‘Fun; hands-on; informative.’

I sincerely hope that teachers now feel far more confident about taking learning outside the classroom and look forward to hearing about, and seeing evidence of, their mini adventures shortly!

 

 

 

 

 

 

 

 

Regional Primary Geography Conference (Contemporary Geography)

It was great to see the inspiring and engaging duo of David Weatherly and Jeff Stanfield once again for their annual roadshow (http://www.contemporarygeography.co.uk/contemporary_geography_training_opportunities.html).  Due to my strong links with schools and individuals across the county, I was invited by David and Jeff to attend today’s event … often, I am able to support them in their delivery of material by adding local snippets of information.

This year’s theme was ‘Developing mathematical fluency and language and literacy through geography‘, hugely relevant in light of the big focus on mastery, not only in maths, but now in many other areas of the curriculum.

The key aims were to:

  • demonstrate to colleagues how and why expertise in English and mathematics is vital in enabling high quality learning outcomes in geography.
  • design key question-led enquiries in geography, which integrate numeracy and mathematical fluency and language and literacy to enable children to perform better in geography.
  • ensure learning in geography, which connects with English and mathematics through the curriculum, is outcomes-focused and progressively challenging for children.
  • know how to plan effective assessment methods (beyond levels) matched to subject performance descriptors to identify achievement in learning connected to English and mathematics.

Following registration and the chance to grab some refreshments, David and Jeff introduced themselves and welcomed delegates, some of whom I had met before at previous conferences or they had been participants on CPD workshops that I have run locally; others were newcomers to the field of geography.

David began his session with reference to the historical master, Mercator, and his recognisable map projection.  He then went on to discuss real mastery and how we can teach it in geography. David emphasised that geography provides real life contexts for learning and applying literacy and numeracy.  He referred to National Currciulum links, as well as comments from Ofsted, e.g. evidence suggests that children do better in English, maths and geography when such an interconnected approach is undertaken.  David talked about the ‘flat-lined’ progress that is frequently seen between Years 3 and 6.  ‘Getting better’ is often linked to knowing more, but it is far more than this.  Mastery is not about the rote learning of information, but has three parts to it: teaching discrete facts and information; identifying concepts and applying/contextualisation.  We must ensure that we deliver a progressively challenging curriculum.

We had a short break for refreshments, which also provided the opportunity to chat briefly with other delegates, as well as David and Jeff.  Afterwards, Jeff took over, exemplifying good practice at Key Stage 1.  It was brilliant to see him ‘zoom in’ on Greenland and polar bears here, a topic that I have explored with youngsters this academic year, both in the classroom and via a Global Learning Programme (GLP) Key Stage 2 to Key Stage 3 transition project.  Jeff showcased the infamous ‘secret street detectives’ approach to enquiry, referred to Blooms taxonomy to ensure the shaping of outcome-driven learning objectives, highlighted that everything we do has an explicit link to geography and reinforced that written work is not always necessary; talking is good!  He led us through a scheme of work that he had recently produced, based on the well-loved book, ‘The Jolly Postman‘ by Janet and Allan Ahlberg and which addressed the theme ‘Our place, our locality‘.  This gave the opportunity for some ‘hands-on geography’ and further interaction among delegates.  As always, Jeff’s anecdotes were a pleasure to listen to and incorporated some live entertainment as well!

After a lovely lunch in the hotel’s airy dining room, we were certainly not allowed to slump! To begin with, David elaborated on the mastery approach and shared some very valuable tips with us. As teachers, we should plan by the outcome required.  We should not take a resource and then think what activities we could do with it.  All learning requires an activity, but not all activity constitutes learning – there must be an element of challenge and progression.  There must be no low-level activity as time is at a premium; instead, there needs to be rigour. He suggested that the mastery approach works well for boys as it is fast-paced, involves much verbal feedback and limited writing.  He quizzed us on how often we differentiate by gender; there are very few instances when we do this.  Girls frequently out-perform boys in schools because curriculum planning plays to their preferred style of learning.  Later, David demonstrated the mastery approach by talking us through an example of key question-led, enquiry-based learning, e.g. ‘How is India saving the tiger?‘  This was, undoubtedly, a fresh means of studying the country of India and very apt as it was the central theme for a Global Learning Programme (GLP) Key Stage 2 to Key Stage 3 transition project that I was due to deliver the following day!

A period of reflection and action planning was allocated to the final part of the conference. Unfortunately, I had to leave a few minutes before the end as I was tutoring after school. From my perspective, the day had enlightened me further about the mastery approach, inspired me to put it into action the next day when at Birdlip Primary School, provided new ways to explore India with youngsters and an innovative take for ‘secret street detectives’ enquiry work.

Thank you, David and Jeff, for inviting me today.  I hope that I did not ‘chip in’ too much!  Glad you liked the Arctic Alive (http://www.canadaukfoundation.org/arctic-alive/) and Wicked Weather Watch/Polar Ocean Challenge links (http://wickedweatherwatch.org.uk/ and http://polarocean.co.uk/).  Look forward to seeing you both again before too long.