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Showing posts from March, 2012

Collaboration tools

This post is more of an update and reminder of a couple of tools that allow the Priory Geography team collaborate.  In the absence of a central system, two tools are used.The first is Google Docs.  I find the formatting of Google Docs limiting, however our entire curriculum is shared via the service.  Schemes of Work (or whatever you like to call them) are supposed to be living documents, so the team can add to, change and comment upon each key question.For resources, we turn to Dropbox.  Most of our resources are stored within the service and all of the team are invited into the curriculum.  Again, resources can be added, changed, updated…..The most important feature of this way of working is that the team can work anywhere and at anytime, providing there is an internet connection.

Campaigning for change–guerrilla geography

One of the great features of working with creative practitioners is the unexpected outcomes.  As a result of a Creative Practitioners legacy grant, teachers from Priory were able to meet together and work with students and artists. As a result of bringing together a geographer, an EAL expert (English as an Additional Language), two creative types and some students, we found out that there are 37 languages spoken at Priory School.  This set up an enquiry question that Year 7 students started to explore.Guerrilla Geography VIEW SLIDE SHOWDOWNLOAD ALL Guerrilla Geography is a concept developed by Dan at the Geography Collective and is a powerful tool to use in the classroom.  To me, geographers not only study their environment but aim to change it.  After all, the current National Curriculum demands that geographers at Key Stage 3 make informed decisions.  In a climate of riots and revolutions, it’s one of the jobs of teachers to model and introduce other, more covert, methods of protest.D…

‘I’d rather a bad day in the classroom than a good day in the office’

While reflecting upon teaching during corridor patrol, friend and colleague Sam Atkins came out with the title.  I agree with him.  Priory Geography does well because its team each take responsibility for various projects.  These projects link in to the curriculum.  In the past two weeks we have:developed the use of mobile learning in exploring how to help EAL students through geography and technology;set geocaches linked to the London 2012 Olympic Games, which will appear on BBC South Today on Thursday (15th March 2012);seen Year 7 students set up flags in Ravlin Park in Portsmouth for a Dysarticulate Project;taken part in a workshop aimed at developing the new National Curriculum;completed a 4 day residential in the North Downs;planned our contribution to the BBC’s School Report taking place at Action Stations and will see students heading to London to interview Lord Coe;developed curriculum resources for the Geography of Conflict;run revision workshops and Duke of Edinburgh Award t…

Live Blogging from the field

Yesterday Priory Geography got back from the FSC’s Juniper Hall, a residential field centre near Dorking.  The Ernest Cook Trust supported this year’s venture, allowing us to provide bursaries for students.  The Eco Challenge (as it’s become known) is all about getting urban children out into rural areas, using traditional skills and exploring conservation techniques that can be used back home.Part of the project involved live logging from the field.  The set up required:2x 3 3G MiFi hotspots providing access for 5 devices each.  We went for Pay as you Go devices.4 x iPad 2 with casesA Posterous blog set up (not sure what will happen to this method after the recent acquisition by Twitter)Very little training needed to take place for pupils.  They mainly found that taking images was their favoured way of communication, although you’ll find some short. reflective posts also.   If you do nothing else with this, I’d urge you to head over to the student’s blog to see their work and possibl…

Year 7 lesson idea

One of those last minute ideas.  Students’ were challenged to come up with a question based upon the dance group Diversity and our school.  A tenuous link, but it worked.  The class then paired up with others that had similar questions in mind.  The result is below, shared on a large piece of paper:The class then had 30 minutes in which to investigate the school site and prepare a 15-30 second update at the end of the lesson.No help or guidance on equipment was given, although the class are well versed with what’s available.