Coordinating Geography Across The Primary School (Subject by John Halocha

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By John Halocha

In particular designed for busy lecturers who've accountability for co-ordinating a topic region inside their fundamental institution. every one quantity within the sequence conforms to a concise type, whereas offering a wealth of assistance, case stories and photocopiable fabric that academics can use immediately.; There are specific volumes devoted to facing OFSTED, growing entire tuition coverage and the calls for of co-ordinating numerous matters inside of a small school.; the complete set of sixteen volumes is on the market.

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Your role is to listen ESTABLISHING A SECURE PLACE FOR GEOGRAPHY IN SCHOOL CURRICULUM 19 carefully and guide the meeting and to begin to lead colleagues into an understanding of what geographical enquiry is. You may also be able to tease out some of the skills, places and themes being introduced by their questions. They might also begin to see how simple resources can be used to develop clear and focused geographical study. They may also see how they are using their own geographical experiences to help place the new images within a context and framework.

Your portfolio will be invaluable before and during an inspection if you have had time to develop it. It can provide evidence of what has occurred in geography and the overall structure of your plans for future developments. Try to read reports from other local schools. Ask your headteacher for copies of useful documents including Guidance on the Inspection of Nursery and Primary Schools (1995) and think carefully how the various sections may link with geography. For instance, ‘the contribution which the school’s links with the community make to pupils’ attainment and personal development’, (OFSTED, 1995b) could be strong when you involve local people in your locality studies and fieldwork.

This is part of your job but you will be doing an even better job if they gradually gain the confidence to realise their potential for identifying and using opportunities as they arise. This is not advocating a return to the days when the arrival of a flat hedgehog would determine the rest of the primary school day! It is suggesting that when interesting events take place at home and in the wider world, teachers can spend a short time building them into the school day, knowing the geographical reasons for doing this.

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