Skip to main content

Compression - some thoughts

I've been invited to speak at a training event in January where I've been asked to give my personal perspective of Geography and a compressed Key Stage 3. Instead of taking a view where I look at the pro's and con's of compression, with the issues of providing an entitlement to geography, I'm thinking of being positive and tackling the issue from a ' how can Geography react (if that's the right word)'. I'm aware that many colleagues have little or no choice about compression, so maybe it's time for the debate to move onto how Geography can lead the way.

At the moment I feel that Geography departments have to address the issue of recruitment into KS4 and decide on the type of geographers departments want to create. Then decide on how to deliver that vision.

Coupled with the upcoming revisions to the National Curriculum, it is a very exciting time to be a Geographer! For example I welcome the way in which individual departments and teachers

On a separate, but linked, issue I'm aware that we could have been here before! A point that was made to me my an older colleague.

I'm yet to fully make up my mind on whether compression is a good idea or not, but I don;t think that is the issue. Where we need to be focusing is on how to deliver a great Geography curriculum within the constraints placed upon us by senior leaders. I would be interested to hear any thoughts on this issue.
Labels:

Comments

  1. Alan Parkinson20 December 2006 at 11:43

    Hi David
    I think the key will be to come up with some creative ideas that engage the students and allow for the coverage of contemporary events. I'm looking forward to seeing what comes out of the GA's Young People's Geographies project..
    Alan

    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 is not always conducive to profound
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