Global learning examples E: Using enquiry and critical thinking to explore global issues. The samples of work in this presentation were submitted by these schools as part of their applications for the Geography Quality Mark in 2016: Bohunt School; Chislehurst School for Girls; English Martyrs Catholic School; Hitchin Girls’ School; Poynton High School; St. Thomas the Apostle College; Sweyne Park School. Geography Quality Marks: http://www.geography.org.uk/cpdevents/qualitymarks/#top Some slides in this presentation reference the Geography Quality Mark Standards

Geography Quality Mark samples for GLP 2016 A1c: critical thinking and reasoned argument Hmwk Booklet Student enquiry English Martyrs Catholic School had a wonderful range of enquiry based work shared in their portfolio, which was also a good model for the detail that some centres include, and which is always very much appreciated. Justification: the development of schemes of work and enquiry-based Homework Projects at Key Stage 3, incorporates a range of local examples which provide a context to allow students to develop a deeper understanding of key concepts such as place and space through their own personal geographies. For instance, students consider the geographical reasons for high or low crime rates in their local area and how this may contradict peoples’ perceptions about crime. At a different scale, Year 9 students are asked to consider the impact of international tourism on the island of Mallorca and the extent to which the application of sustainable tourism has been addressed. Students also collaborate to debate the causes of climate change (Year 8). A1c: Pupils demonstrate a high level of skills specific to geography, such as enquiry and fieldwork, as well as independence and critical thinking in collaborative and independent contexts. They reach clear conclusions and are able to develop reasoned argument to explain their findings and are able to work constructively with others. Hmwk Booklet Student enquiry Group enquiry Geography Quality Mark samples for GLP 2016

A3a: Pupils show passion, creativity, curiosity and interest Poster campaign as part of a SDGs debate Water poverty: persuasive writing & appeal Globalisation article Curriculum Area Review A variety of skills used independently Student enquiry A3a: Pupils show positive attitudes towards learning in geography, e.g. passion, creativity, curiosity about the world around them and interest in contemporary geographical issues. English Martyrs Catholic School – proposing sustainable strategies for water supply through CAFOD’s ‘Thirst for Change’ campaign; focus on patterns of migration; the impact of unequal development and access to basic human rights and the probable and preferable outcomes for a sustainable future through the SDGs, and holding a debate about the SDGs Hmwk Booklet Example student resources GCSE students used the ‘E’s of Planning’ framework devised by Hayley Thompson to help them structure their lesson Geography Quality Mark samples for GLP 2016 Homework project student survey responses

Striking image of Syrian refugees Powerful images and question grid used by English Martyrs Catholic School to support critical thinking (image removed for copyright reasons) Geography Quality Mark samples for GLP 2016

Geography Quality Mark samples for GLP 2016 A3b: extra-curricular learning, and D1c: innovation The Department utilises a range of extra curricula opportunities, new technologies and outside speakers. Google expeditions visited the school and classes were able to experience guided virtual reality of areas linked to current studies. Including coral reefs of Australia and refugee camps in Lebanon. Bohunt School: The Google Expeditions team is interested in using VR (virtual reality) as a way of leading enquiry questions. This technology has started to develop through 2016, and it was good to see some SGQM schools at the forefront of this work. A3b: Pupils show evidence of involvement in further geographical study and/or extra-curricular learning related to geography. D1c: The department is responsive to innovation within the school and the geography education community and makes effective use of links with other agencies and the wider community in order to inform and enhance the geography curriculum. Geography Quality Mark samples for GLP 2016

A3b: extracurricular learning, plus B1e (fieldwork) Naples Biannual 2015 40 Pupils Eden Project trial trip with Geography Club Bohunt pupils speaking at GA Bohunt School: pupils spoke at the GA conference on the benefits of visiting distant locations and making personal connections with these places A3b: Pupils show evidence of involvement in further geographical study and/or extra-curricular learning related to geography. B1e: Very good use is made of the outside environment. Fieldwork and other forms of extra-curricular enrichment are an essential and integrated part of the geography curriculum Iceland Biannual 2016 The Department utilises a range of field work. Including international opportunities to Italy, Iceland, Greenland, Kyrgyzstan and Mongolia. Local use of school site and village site and National level The Eden project and Swanage.

A1c: Pupils’ attainment, progress and achievement in geography Having taken part in the British Council Connecting Classrooms Critical Thinking course, we encouraged pupils to think beyond the traditional 5Ws to develop their higher order questioning. They have for example, written these on post-it notes for peers to research for homework. There are many opportunities for developing independent thinking from different perspectives from impacts of volcanic eruptions to methods to improve slum settlements. We develop questioning skills from Year 7, in this task pupils were encouraged to think about which questions were more appropriate for different contexts, then watched an interview in action to judge how effective questions were.  Pupils then formed their own open and closed questions to interview a variety of characters such as call centre supervisor, taxi driver, property developer. Pupils produced a piece of writing based on their interviews about the impact of globalisation. Hitchin Girls’ School – making use of critical thinking around the theme of globalisation Geography Quality Mark samples for GLP 2016

Geography Quality Mark samples for GLP 2016 C2a Empathy and positive attitudes towards diversity supported by global knowledge Chislehurst School for Girls – we are looking for more work of this kind on gender equality – a really important global issue, and at the focus of 2016 World’s Largest Lesson, for example. C2a: Pupils display empathy with others’ views. They show positive attitudes towards diversity and cultural difference supported by global knowledge These two pieces of evidence show how we try in different units to present diversity, equality and appreciation for how this is different and how people are affected. The SOW is from the new GCSE course and the power point is from a unit on Africa in Yr8. Geography Quality Mark samples for GLP 2016

Geography Quality Mark samples for GLP 2016 Poynton High School – Enquiry based work on African countries Examples of enquiry based assessment tasks at KS3 – Year 7 Africa Geography Quality Mark samples for GLP 2016

Geography Quality Mark samples for GLP 2016 Examples of activities from different Key Stages, designed to promote enquiry, investigation and critical thinking. This is a strength of our department. All KS3 assessments are now based around an enquiry question in which students are expected to carry out appropriate research, consider concepts and processes at different scales, and consider the opinions of different groups of people. Such questions include ‘Is China a new superpower?’ and ‘Should the Belo Monte Dam be built?’ Students are encouraged to ‘think like geographers’ in all of their lessons through the use of thought-provoking images, rich questions, debates and lesson hooks. Images of four cartoons about development: ‘What messages are being conveyed by these cartoons?’ Poynton High School Geography Quality Mark samples for GLP 2016

Geography Quality Mark samples for GLP 2016 This was the winning piece submitted by a Year 11 student. A number of key elements are included in the debate, including both positive and negative factors of sporting events, both for Brazil and tourists, with key examples used to support his opinion. The piece of writing is also very well written with a clear conclusion. St. Thomas the Apostle College – encouraging involvement in debates (using Amazon vouchers) – interesting range of titles chosen too… Applications have been received from a variety of different year groups and abilities. Geography Quality Mark samples for GLP 2016

Flipping Geography! Sweyne Park School – use of Lego to represent and investigate data about places

The HoD has participated in the Connecting Classrooms, a critical thinking and problem solving course run by the GA, SSAT, and the British Council. The focus of the course has been on developing enquiring minds and facilitating more independent learners. Sharing ideas and best practice with both primary and secondary school teachers has been extremely valuable. The course has also provided opportunities to work alongside other schools and develop effective critical thinking lessons and resources An example of a resource focusing upon enquiry based questions can be found here. Literacy has been the main focus of the SIP priorities over the last academic year, with many CPD sessions being dedicated to them. This shows an example of the requirements for each group and a timetable of events. The HoD and another teacher has also been on several other CPD sessions, including AQA online training for the new GCSE an A-Level specifications. Furthermore, the HoD has this last academic year completed an MA in Geography Education with the dissertation being on effective formative feedback. St. Thomas the Apostle College attended a GA Critical Thinking course: more evidence of the value of attending this sort of CPD event, when linked back to curriculum planning