1. Assessing the potential of interviewees for teaching Geography- the use of mini-teaching tasks in schools Debbie Moss Keele University

2. Background to the 2005/6pilot Built on idea by previous PGCE course leader, Rob Whiting Pilot to run in 1 Partnership school Planning of 4 mini tasks to make up 1 lesson

3. Geography Interview task: Teaching activity 2005/6 In one of Keele’s Partnership schools you will be expected to teach a 15-minute session to a class of Year 9 pupils on one of the following topics: What is Development? Are there too many people in the world? How does trade affect development? Should we give aid? You will be expected to keep to 15 minutes, as you will be delivering one of 4 short sessions to pupils, which relate to the topic of Development. The 4 sessions (4 ‘mini lessons’) will make up one complete lesson for a class of year 9 pupils. The other 3 sessions will be delivered by 3 other interviewees.

4. It is therefore extremely important that you keep your planning tight as you will be asked to stop teaching at the end of 15 minutes. You will need to consider to consider the following when planning your ‘mini lesson’: How you will introduce the topic How you could involve pupils in the lesson How you will manage and use resources How you will assess what pupils may have learnt from your lesson This activity should allow you to demonstrate your potential for teaching vibrant Geography lessons in the future.

5. Programme for Geography PGCE Interview at Keele University and Edensor Technology College 9.45-10.15 Introduction to course 10.15-10.45 Written task 10.45-11.30 Individual interviews/Coffee 11.30-12.15 Presentations and group activities ‘What do you consider to be the important issues in teaching Geography in the 21 st Century?’ 12.15-1.15 Travel to Edensor Technology College and lunch 1.00-1.45 Teaching tasks to Key Stage 3 pupils 2.00-3.00 Formal interview with Rob Whiting (Director of Humanities at Edensor Technology College) and PGCE Course Leader, Debbie Moss Evaluation and any further questions

6. Why a PGCE course ? Other routes into teaching Significance of PGCE Why Keele? location Significance of moving to Masters course Significance of fieldwork/ cost What do you understand by terms teaching and learning? How do pupils learn? Importance of theory and research to improve practice in classroom What is Geography? Perceptions/misconceptions Geographical thinking Why do you want to teach geography? Aren’t there more important subjects for pupils to learn? How do you learn geography? Is it a subject in crisis in schools? Should it be taught as a separate subject or as part of integrated humanities subject? Its relationship to Citizenship The wider geographical community What/ who do you understand as being part of ‘the wider geographical community?’ Responsibility as a teacher Improving subject’s identity (GAP)

8. Geography Interview task: Teaching activity 2006/7 In one of Keele’s Partnership schools you will be expected to teach a 15-minute session to a class of Key Stage 3 pupils (11-14) on one of the following topics: A landform of your choice An environmental hazard of your choice A local issue of geographical interest An issue related to sustainability A mapwork exercise An exercise which challenges pupils’ perceptions of geography You can choose your lesson from any, or a combination, of the above topics.

9. How you will introduce the topic Why it is of interest to pupils Its geographical significance How you could involve pupils in the lesson How you will manage and use resources How you will assess what pupils may have learnt from your ‘mini’ lesson

10. Factors which affect successful use of ‘mini’ teaching tasks in schools Efficient administrative procedures Positive relationships with Partnership schools-distance, facilities, technology support of head teacher Wider involvement from mentors Time/ Cost/Energy!

11. How did it perform as a task predicting performance on course? 4 indicators given a score to assess potential for teaching subject 1. References (3) 2. Academic knowledge/engagement at interview (4) 3. Social/group performance (2) 4. Teaching task (1) Strongest indicator teaching task

12. Why should you do it? Hits all 5 ECM outcomes New teacher standards Strong indicator of potential to teach vibrant geography lessons in classroom Widening participation GAP-Potential to identify candidates who can contribute to wider geographical community.

13. Feedback from interviewees ‘I am satisfied that it made me fully aware of the demands of the programme’ ‘Very stringent testing, I felt challenged by programme, however all tasks were relevant to becoming a teacher’ ‘Surprised and shocked by having to teach but made me think that Keele took preparing you for teaching extremely seriously’

14. Feedback from teachers ‘We have a positive outlook to pupil involvement in many aspects of school life..their opinion matters and we care about what they think’ ‘Improves pupils’ self esteem, they feel part of decision making process which could lead to a feeling of belonging’ ‘After candidates left and we were discussing each one, I had a really intelligent discussion with my pupils on what it is to teach and learn….and they listened!’

15. Feedback from pupils ‘I think it’s important that you get views from those that will be receiving the lessons’ ‘I found it difficult to judge because they can’t just be a nice person, they have to be a good teacher’ ‘I care about my teachers and who I get’ ‘You get to be a part of the future and say what you want’

16. Why should you do this? Can you afford not to?