If you are looking to encourage students to read beyond the specification, here’s a sheet that maybe of use for geography.
I’m really fortunate that we have an ever-growing library and an incredible librarian that supports and promotes reading and research across the school. These are a small selection of the books that occupy the shelves of the school library.
Click the download button below to grab a copy*
*affiliate links embedded
I recently posted how I go about creating new unit plans for MYP.
Since I had a number of people email and DM to ask for access I figured I’d a share the resources with you. They are a basic outline for the teacher to adapt to suit their approach to inquiry based learning, so they’re pretty much the bare bones with resources that maybe an option.
The only compulsory parts of the resources are the assessed work and tasks that develop particular approaches to learning (AtLs).
The topic starts with an exploration of the types of and scale of issues.
It then explores the sustainable development goals, encouraging students to connect the SDGs to global issues they are aware of. After exploring the SDGs, students will have an understanding of the importance and role in sustainable development.
After the SDGs, students explore the problem with plastic. These lessons look at why plastic became so popular, why it is problematic and who’s responsible for the problem.
The lessons strive to give students an understanding of the variety of different perspectives on both the issue and the management in order to understand the challenges of dealing with any global issue.
A number of lessons also help students to develop particular approaches to learning, for instance one lesson aims to teach students the art of paraphrasing. This lesson was developed with support from the English Department.
Each element of the topic develops skills and knowledge that will allow students to transfer what they learn to a global issue of their choice in order to complete the summative assessment.
All assessed work (2 formative and 1 summative) and associated feedback sheets are provided, this is to ensure consistency in assessment and feedback across the department.
If you’d like access to the resources, simply click here to download them. This link is view only, if you wish to edit the resources please download.
Hope you can find the resources of use to develop your own from.
Best wishes,
Topical Books
At the end of the last academic year, my colleague and I sat down to design a new unit for year 7 that would inspire and empower them to feel that they can do something about the global issues they worry about.
Before we sat down to create our unit, I’d already discussed the idea with some of my year 7 students and they helped me to formulate a few ideas. By the end of our collaborative session, I had a brief outline to take to my colleague for exploration and discussion.
Main points from my students included: - they worry about global issues but feel they have no involvement in dealing with them - they felt they didn't have a voice in the issues that WILL affect them (climate change and the consequential problems primarily) - some knew enormous amounts about particular environmental issues but never got to make use of their understanding - they wanted to feel empowered - they wanted to learn about the solutions as much as the issues
It’s pretty lame, but I was really excited about creating this unit as it would be the first one I’d had the opportunity to create from scratch. I’d started as Subject Leader in September 2016 and inherited the MYP plans already in place. In the first few years, the departmental focus was on developing the new GCSE course & the new IB ESS course initially, followed by the new IB Geography course. MYP would stay as it were until the new exam courses were in place. Instead with the help of the team, we updated the existent MYP units.
Now however is the time to improve the MYP curriculum, to make it the foundations for future geographical study and to make learning, assessment and feedback fully integrated through the 3 years so that everything builds on what has come before.
Year 8 and 9 (MYP years 2 & 3) are functioning well thanks to the changes and developments over the last few years, however year 7 (year 1) needs quite the overhaul to make it truly fit for purpose. So this is where the ‘new’ department and I have started.
An MYP unit plan looks something like this (please note however that I added SDGs they are not a common feature):
The first part of designing a new unit is to decide upon the final outcomes – what do we want students to learn and take away from the unit of study?
There are three areas of the unit plan we needed to explore before we could decide on these outcomes, these were
a) the content to cover
b) the objectives of the unit
c) the summative assessment
We started by writing a brief outline of the content we thought appropriate whilst at the same time formulating a few key objectives. Once we had a rough idea, we discussed the summative assessment and how the three would connect. This was all rough and nothing was set at this point.
Once we had a rough idea, we went back to the core elements of an MYP unit; the key concept, relate concepts, global context and statement of inquiry. The aim of these are to establish the purpose of the unit.
From there we created the inquiry questions for the unit, these are broken down into factual, conceptual and debatable questions. These questions guide the learning and are asked throughout the unit to check for understanding.
The next stage of developing a unit is going back to the objectives, content and summative assessment and fine tuning these so they integrate the inquiry questions.
We decided upon the following objectives and summative assessment for the unit:
The unit would develop student understanding of one global issue together – we selected the plastic problem. We would teach students about the issue, management (including responsibility) and a select few solutions to the plastic problem. Student will then use this outline to structure their own awareness raising campaign, which makes up the summative assessment.
Our next focus for discussion returned to the content. We had our objectives and summative assessment decided we now needed to align the content, approaches to learning and formative assessment to these.
We started by breaking down the content and working out the sub-content.
Once the sub-content was determined we explored the approaches to learning that could be developed through the content delivered. Students would cover the AtL – Research (information literacy) in unit 1, so we wanted students to build upon this and selected a further two as shown below.
Now that we had our objectives, summative assessment, AtLs and content sorted we could consider the formative assessment – these are pieces of work that are assessed by the teacher and feedback is provided to the student. These are the only pieces of work teachers are expected to assess. All other work can be assessed through book looks with feedback provided via whole class feedback, assessment for learning strategies or peer/self assessment.
The aim of any formatively assessed work is that it should feed into the summative assessment and future work. Thus meaning that any feedback provided ought to be transferable between topics – thus developing the learner not the work.
We decided upon the following:
And added in where the formative work fitted into the content.
The final stage involved completing other elements of the ‘learning process’ section which include the learning experiences & teaching strategies along with differentiation (scaffolding).
After this unit, we created two more units using the same process. However the one difference being ensuring that content and approaches to learning developed through this unit, fed into units 3 and 4 of year 7 (MYP year 1).
In order to reduce the workload of assessment, teachers and students are provided with a feedback sheet prior to the task. These sheets outline the success criteria for the task. Here’s an example for formative work 2.
Teachers are encouraged to live mark whilst students work, pointing out the next steps the student could take before completion of the task.
My classes do a lot of what I call ‘messy progress’ , this means they are encouraged to add to their work, this can be in the margins, as footnotes or through the use of edit strips, encouraging them to self-assess their work and look for their own potential improvements before submitting as complete. It may end up looking something like this:
Once a formative piece is completed the teacher simply highlights the successes achieved and any relevant next steps. If teachers have any specific feedback for individual students they can either write it in or speak to the individual during the lesson in which they receive their feedback.
Summative feedback looks very similar, except an MYP grade is provided for the criterion assessed.
The key part of producing feedback sheets is that you have to know what you want your students to achieve through the task. This therefore requires an element of planning backwards.
From unit planning came lesson planning. During my gained time I created a set of outline lessons to cover the content of the unit. These are just outlines for the class teacher to amend to suit their approach.
Hope you found the post of use, feel free to share how you go about planning a new unit or SoW.
Best wishes,
Whilst many of us are getting ready for heading back to school I thought I’d share with you my resources for the first few lessons with my GCSE students. Although it’s all one PowerPoint, I break it up as required.
I start the year off by outlining the course, the examinations and specification content.
Followed by the course outline, what they can expect and what they need to get started. At this point I’l give out books to those that wish to continue working in a book and ensure those that wish to use a folder have paper.
Next I explore the support available to students and how we encourage them to ask for help if they need it.
Next I’ll go into reviewing subject content. This year I’ll be getting students to return to subject content from year 9. They covered The Challenge of Resource Management in terms 5 and 6 and therefore I’d like to see what they can recall.
I’ll be starting with a bit of retrieval using a question grid.
Students will then self-assess as we discuss and review the answers.
Students will then use what they learnt in all three topics in year 9 to the discuss the link between resources and conflict.
This acitivity has been inspired by this resource on TeachItGeography.
I’ve taken the images out of my PowerPoint but you can find them at the above link if you wish to use them.
I’m then going to introduce ACE feedback to those I’ve not taught before by getting them to peer assess.
If time, they will make improvements and then peer assess again using PA Points focusing on terminology. Again inspired by the resource above.
In one of the following lessons, once the Assessment for Learning booklets are printed and ready to go I will then cover being responsible learners, assessment for learning and feedback in Geography.
I find that explaining feedback to students particularly useful in supporting them to understand how, where and when they will receive feedback and what to do with it. I also find it important to help them to understanding that the teacher is not the only one that can help them in their learning.
In addition I give students a copy of the ‘Welcome to Geography’ sheet and ask them to glue into the front of their book or folder for reference. This provides them with essential information as suggestions for GCSE Geography Revision. This year however I’ve added it to the AfL booklet.
If you’d like to download the powerpoint and sheet click here.
A few others have adapted and made their own versions for other specs.
OCR (A) Geographical Themes by Vicki Reed, @VickiLouise17
OCR B – Geography for enquiring minds (J384) by Natalie Batten, @Nat_Batten
Both can be found in the folder above.
If you’ve made use of the ‘Welcome to GCSE Geography’ document for other Geography exam boards or other subjects, get in touch and I will add them to the post.
Hope you can find the resources of use.
Best wishes for the new academic year.
After teaching the new specification in full, I could see the bigger picture a lot clearer. After reflection and much consideration I decided that I’d try to split the core into theory and then located inquiries. Last week I shared my booklets for Unit 1 – Changing Population, this week I’m sharing my booklets for Unit 2 – Global climate.
Similarly to the Changing Populations inquiry, the topic starts by covering the geographical theory and the more generalised impacts of climate change on the hydrosphere, atmosphere and biosphere, before moving on to look at the impacts and response from 3 located studies.
The booklets contains everything the students need – an outline of the course content covered, the statement of inquiry, list of key terminology, outline of geographical theory and activities to undertake along with videos, articles, case study templates, things to discuss, images etc.
Theory includes:
Before a look at some of the general impacts of climate change.
After the theory behind climate change, we begin to explore the impacts of climate change for 3 locations. Each located inquiry starts with a section on background information to provide students with insight into the development and demographics of the named country; providing students with a sense of place and ability to compare. Followed by exploration of the impacts of climate change for different societies within the 3 located studies.
The three located studies are:
The located studies also explore the concept of risk and vulnerability, along with the responses to climate change both in terms of adaptation and mitigation.
The topic ends with one final inquiry into the responses to climate change from a governmental perspective.
ResourcesAnd now the part that is of most use to you. A link to the documents for download. Simply click here to download all the resources for IBDP19 Core Unit 2 – Global Climate.
Booklets for unit 3 are currently in progress and will be added to the site when complete.
Hope you can find the resources of use.
If you enjoy reading my blog, you might be interested in my first book due for release 28th May. Click the image to find out more or to pre-order it. Massive thanks in advance if you do!
After teaching the new specification in full, I could see the bigger picture a lot clearer. After reflection and much consideration I decided that I’d try to split the core into theory and then located inquiries.
In January we started the first of the core topics – Unit 1 Changing Population. I started the topic by introducing the theory required on global trends, predictions and momentum, demographic transition, development indicators and dependency ratios.
We then moved onto our first case study, China. Through exploring China we covered the following course content
The booklets contains everything the students need – an outline of the course content covered, the statement of inquiry, list of key terminology, outline of geographical theory and activities to undertake along with videos, articles, case study templates, things to discuss, images etc.
Each located inquiry starts with a section on background information to provide students with insight into the development and demographics of the named country; providing students with a sense of place and ability to compare.
From China and Singapore we moved onto demographic dividends, gender equality and anti-trafficking. Each starting in the same way, content covered, theory and then located examples.
We looked at South Korea as our located example for demographic dividend followed by gender equality in India and Syria for anti-trafficking.
Reflection
The students engaged well with the content and the booklets, my only issue with it was getting my head around how to teach using booklets instead of PowerPoint slides. It’s slightly harder as students work through the content at different paces and thus when there is something I wish to go through before they move on I have to stop the whole class to discuss it, to watch the videos etc. even if some haven’t finished the previous task. I have to consider how to get around this.
One of the main issues being that some students choose to use a digital device and thus have access to the booklet in the lesson, whilst others don’t so printing of the main resources (news articles etc.) has been required. It’s not an issue at all just that I need to remember to print off the articles and other vital resources.
Resources
And now the part that is of most use to you. A link to the documents for download. Simply click here to download all the resources for IBDP19 Core Unit 1 – Changing Population.
Climate Change is currently in progress and will be added to the site when complete.
Hope you can find the resources of use.
If you enjoy reading my blog, you might be interested in my first book due for release 28th May. Click the image to find out more or to pre-order it. Massive thanks in advance if you do!
Yesterday as a number of my students chose to discuss the school strikes on climate change with me, I decided it was time to talk to them about how the fight against climate change goes far beyond policy change. That politicians, governments and world leaders aren’t the only ones that need to take action.
When student’s asked me my thoughts I decided it was time to talk to them about behavioural change. I asked many of them to consider the actions they take to fight climate change. Many of them had little to say except we recycle.
We discussed the benefits of raising awareness through protests and strikes and that through such action we can ask for change, but it also requires us to change.
As a Geographer I teach the science, the evidence and the impacts. We touch on ecological footprints throughout and consider ways to reduce ours, we explore in detail mitigation and adaptation methods too. But I’ve forgotten to put taking action into my curriculum design.
Often I think young people feel helpless when it comes to global issues. They have little say in the matters that will concern them in the future. Take the EU referendum for instance, I’ve worked in two schools during the entire process from proposal to now, both very different contexts. However, the EU referendum intrigued the students and engaged them in politics. I remember the day the results were announced and it was all many of my students talked about for the rest of the day; many disappointed, a few pleased others just unsure. But what they understood was that their futures were influenced by the decisions of others and that they had no say in the matter. They felt angered by this. Many of my current students feel the same way.
But acting on climate change is something they can do. We need to empower young people to see that dealing with world issues isn’t beyond their control. If they want to see change in the world, they mustn’t be apathetic about it. Small changes make a big difference. Our choices influence decisions being made my others. For instance, if we start to boycott instead of supporting polluting brands, they will eventually change their ways.
Prior to training to teach I worked for several months with Global Action Plan on their EcoTeams project.
EcoTeams originated in the Netherlands in the 1990s and since then over 150,000 people have participated worldwide.
An EcoTeam is a group of householders who get together once a month over a five- to six-month period to follow a step-by-step process of manageable actions on sustainable living. Team members measure their household’s environmental impact, share their experiences and agree together on practical lasting changes.
NSMC
Source: https://www.thensmc.com/resources/showcase/ecoteams
The project involved providing workshops to EcoTeam leaders that would then set up EcoTeams in their local area. The idea being that each team would take weekly changes to their behaviour with the ultimate aim of reducing resource consumption, their ecological footprints and their environmentally detrimental behaviours.
Reflecting on the climate strikes has got me thinking about how we as teachers, school leaders and adults can support young people in changing behaviours, attitudes and ultimately influence policymakers.
Working in an International Baccalaureate schools means we provide opportunities for ‘Creativity, activity, service’ within the diploma and at KS4. We’ve introduced the community project to year 9’s this year and students started to explore ways of taking action in their school community.
Whilst there are plenty of extra-curricular opportunities. This has got me thinking about how to develop this into the curriculum right from year 7.
At present we are teach about energy resources in the UK and within the topic they learn about the UK’s energy mix, the pros and cons of renewables, nuclear and fossil fuels, we explore and debate fracking and consider how the UK could become a ‘Zero Carbon Britain‘. I’m now considering how we can develop activism and behavioural change into this unit.
How do you develop student actions on global issues? Would love to here more on what others are doing, feel free to leave a comment.
During a lesson with one of my year 13 classes recently, it became apparent that I often ask “did you see in the news…?” after my students highlighted the fact that I regularly ask it and they always say “nope”.
It got me thinking about how I can get them to engage with current affairs, especially as so much of it is relevant to the IB Geography course particularly the higher level topics. This morning it came to me! As part of their revision process I’m going to get them to find, read and review news articles that link to the content they have covered. They will then share their findings with the class in order to develop discussion and a review of their prior learning. In particular I want them to be able to see the bigger picture of how much of the content links.
In order to help facilitate this process I’ve created this resource sheet.
It got me thinking about how I can engage other year groups in reading around the subject, especially as there are a number of students that excel in Geography every year and I encourage to read and watch the news to be able to draw upon other examples in their work.
I therefore decided to make a similar sheet for MYP (Key Stage 3) to use for Geography as a stand alone subject, for Individuals and Societies as a discipline and for IB Environmental Systems and Societies. For MYP I’m thinking I might set it as one homework per unit of inquiry.
I’ve made a further version which is more general and can be used with any year group.
To download editable version and a PDF, click here.
Hope you find them of use.
As part of the current GCSE specification we explore the opportunities and challenges associated with development. Our case study is on Alaska so we take a look at developing tourism and oil extraction.
In this lesson we look at the opportunities and challenges associated with the exploitation of Alaskan oil reserves.
We start with a bit of background information on Alaska’s remaining oil reserves, the history of exploitation and the development of the Trans-Alaskan Pipeline.
Students then use the textbook resources and their own research to complete the hexagon thinking task as outlined in the instructions below.
The aim of the task is to make students understand the challenges and opportunities associated with oil extraction as well as the interconnections between the different elements shown on the cards.
I show students a range of clips in addition to the background information I provide including some of the following
To download the hexagon sheet, click here.
Teaching about weather and climate is probably one of my favourite topics to teach in Geography. I love the relevance, I love the theory and I love exploring the data surrounding it. To help my students understand the climate of the UK, the differences and the influences I created this UK Climate Inquiry.
Students are provided with a task sheet individually and a resource pack in groups.
The resource pack contains
– Climate data for 6 locations in the UK from the Met Office
– Precipitation and temperature maps for the UK from the Met Office
– Air mass diagram
– Factors affecting climate cheat sheet
Students are also provided with 4 climate graph templates to reduce the time spent creating climate graphs so they can focus on developing their understanding of the theory.
The task requires students to explore a range of resources to help them to understand how the climate of the UK varies and the factors that influence our climate.
Students start off by making predictions on the following using their prior knowledge
They then use the resources provided in the group pack to fill in the two tables.
Next they select 4 out of the 6 locations provided. Using an atlas students have to work out where the named locations can be found. Choosing one location to represent each section of the UK (North East, North West, South East, South West). To stretch and challenge students there is also a central location to encourage comparison between coastal and inland areas.
Next students create climate graphs for each of their chosen locations using the Met Office data found here.
I provide the students with climate graph templates so they spend less time deciphering how to set up their climate graph and more time analysing them. To stretch and challenge I do encourage students to create a climate graph of their own for the central location.
The next stage involves data analysis and interpretation. Students are required to describe the patterns they see for each section of the UK and offer reasons using the resources provided.
Finally students write a conclusion in their book to bring together their findings on how and why the climate of the UK varies.
For students that excel in the task, they are encouraged to compare central and coastal areas by creating their own climate graph for Sutton Bonnington. After doing so, they then compare the characteristics with the other locations, using the factors affecting climate cheat sheet to explain the differences.
If you’d like the resources, download it here.
Hope you can make use of the resource.
Best wishes,
Mrs Humanities 