Teachers’ Standard 4

David Rogers@davidErogers

davidrogers.org.uk

Change is inevitable - except from a vending machine. ~Robert C. Gallagher

He tells us what we can’t teach……..

‘He told me very calmly that he had broken his leg. He looked pathetic, and my immediate thought came without any emotion, You’re f****d, matey. You’re dead… no two ways about it! I think he knew it too. I could see it in his face. It was all totally rational. I knew where we were, I took in everything around me instantly, and knew he was dead.’Simon Yates in Joe Simpson’s Touching the Void.

A document is never going to be creative. Teachers are.

4. Plan and teach well structured lessons

promote a love of learning and children’s intellectual curiosity

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Purpose of study

Levels are gone

Loca

tions

& p

lace

sEn

viro

nmen

ts &

reso

urce

s

Proc

esse

s

Scale

s: loca

l, nati

onal, gl

obal

Contexts : S.E.E.P

Geography of UK

Comparing places

Human & physical characteristics

Interactions:People & EnvironmentChanges over time & spaceHow factors inter-relate

Environment & resource managementDecision m

aking

Evaluating & recom

mending

Explaining differences & sim

ilarities

Linking to sustainability

Map skills & GIS

Research & data collection

Graphicacy

Data analysis &

READEn

quiry &

Curiosit

yIn

depe

nden

ceCo

llabo

ratio

n

Lite

racy

Consider different views

Apply evidence

Justify & support views

Link knowledge together

Present a coherent argument

Fieldwork

Apply skills

Apply know

ledgeThanks to Patcham High’s Art department and @PrioryGeography

Location

Sights (most important

first)

Physical features

Human features

Sounds / smells

Feeling

Thanks to: Noel Jenkins

Make this…. …from this

Is your curriculum full of JONK?

“Your are not here merely to make a living. You are here to enable the world to live more amply, with greater vision, and with a finer spirit of hope and achievement. You are here to enrich the world, and you impoverish yourself if you forget this errand.” Woodrow Wilson.

‘What gets you out of bed in the morning and in to school?’

@davidErogers