Skip to main content

Defining participatory geography

As part of my RGS(IBG) Innovative Teaching Grant I have attempted to define participatory geography.

a. Pupils involved in creating and evaluating the curriculum

i. At Priory this aspect proved to be very innovative and controversial! To meet this criteria, pupil voice has been gathered using on-line questionnaires. In addition, a small group of pupils has been formed whose role is to feed back to staff on the quality of the curriculum. During the project it became clear that although pupils are often involved in evaluating what has happened to them, they are rarely involved in creating their own curriculum. Geography on Tour aimed to create resources that will be used with pupils who chose the issues.

b. Pupils making informed personal choices

i. What do they buy? Changing behaviour such a turning off lights and using less water.

c. Pupils informing and influencing their peers and family

i. Creation of resources that can be used to inform others. For example, posters that are displayed around a school; presentations in assemblies and videos posted onto blogs and youTube.

d. Pupils contacting influential individuals and organisations

i. From simple letters and emails to MP’s, Headteachers, and managers.

Labels:

Comments

  1. Alan Parkinson15 September 2008 at 20:58

    Seems a reasonable definition to me!
    Nice work...

    ReplyDelete
  2. David Rogers16 September 2008 at 07:35

    Ta Alan!

    I'm sure that a few tweaks could be made over the next term or so...

    ReplyDelete

Post a Comment

Popular posts from this blog

High Impact, Low effort

This month is the start of the #29daysofwriting challenge.  I enjoyed this last year and will be using my Staffrm account to post.  I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff.  If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been ...
5 comments
Read more

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment i...
4 comments
Read more

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words...
Post a Comment
Read more