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Geography Teacher Educators’ ConferenceBrighton, 27th-29th January 2006
Mark Jones, University of the West of England
Strange Bedfellows: Emerging relationships between geography and English.
• Geography and English in Year 9
• English and geography trainee teachers
• English and geography Tutors
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Landscapes of Language
Re-constructing connections across the curriculum
•English and Geography
•Sequence of 5 collaboratively planned lessons
•Year 9 post SATs English lessons
•Tourism through a range of media and genres
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English LessonsLearning Objectives
Studentactivities
Resources Learning outcomes
1 – Perceptions of Kenya explain through talk, your thinking giving reasonsdemonstrate an awareness of the reliability of different textsunderstand differing perceptions of a country’s tourism potential
starter ‘Odd one out’Perceptions/ prior knowledgeCard sort and/or washing line activityPair and small group discussion
Interactive white board & Powerpoint
Flags as text
Kenya Flag
Card sort packs
Annotated flags
Small group exploratory discussion
Perception of Kenya charts
Extract from Scheme of Work
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Learning objectives
• explain through talk, your thinking giving reasons
• demonstrate an awareness of the reliability of different texts
• understand differing perceptions of a country’s tourism potential What topics have you covered in geography and English this year? Can you see any links between how and what you learn in these two subjects?
Lesson 1
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Odd one out
What is the relationship between these flags?
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What do you think this country is like?
Write down what you know about Kenya?Write down any questions you have about Kenya?EXIT strategy: Wray and Lewis
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Kenya is in East Africa.
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Where can we get sources of information on Kenya?
• internet, travel brochures, travel guide books, TV holiday programmes, films, photographs, postcards, people who have been, diaries, autobiographies, news reports, newspapers, radio, atlas, school text and reference books, people from Kenya
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Questioning reliability of sources
Unreliable Reliable
What issues and questions were raised by doing this activity?
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Image of model Book Cover and opening chapter format
• Image and title of a book cover
• E.g. Living on the Edge – Life in Sao Paulo
• Opening page of a chapter
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Homework: Fiction writing
Write the opening of a story which is set in Kenya. In this you should:
· introduce a main character -write in first person narrative style
· include reference to factual geographical information which you have researched, using technical vocabulary
· encourage the reader to want to read on
· design a front cover & title•Word processed or handwritten on landscape A4
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• Image of pupils’ original creative writing by a Year 9 student
• Book Cover word-processed and opening chapter to story set in Kenya
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When the Tourists Flew in
• Task
1. Put a ‘+’ by lines which include positive features of tourism
2. Put a ‘-’ by lines which include negative features of tourism
3. Use a key to show which lines talk about:
Economic (Ec) - Cultural (C) and Environmental (En) aspects of tourism
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Where do you think we might find a photograph
like this?
What impression do you get of this place?
What’s my title ?
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Task: Holiday Brochure images
Tall, green palmsRed, tropical plants
Clean swimming pool Indigo- blue sky
Poolside Paradise
Water supply needed –
where from ? Who loses out?
Problems in Paradise
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Task to be completed for Friday
• Produce a code: How to be a responsible tourist
• Either :
1 – Storyboard for an in-flight video
2 – Instruction sheet to be located in
the seat pocket
3 – Version aimed at younger travellers
e.g. informative cartoons, poster
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Original Image of pupil A’s finished poster – responsible tourism
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Original Image of pupil B’s finished poster – responsible tourism
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Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Flags as text, reliability of information, initial perceptions
Different perspectives on Kenya. Homework task – Opening page
Holiday brochure - positive/negative aspects of tourism
Poetry – cartoons – Homework task What is responsible tourism?
Video captions, talking heads, role play
research
research
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0 10 20 30 40 50
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
English
English & Geography
More Geography than English
Geography
% students’ responses
Question -What have these 5 lessons felt like?
Pupil quotes on
views about English
and geography
Mote quotes from data
More pupil
quotes on working together
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Trainees’ Collaboration
• Rocks• Mountains• Industry• Urban• Migration• Caribbean• Ice
• Disasters• Weather• Rivers• Sea• Biomes• Environmental issues• Rural
Speaking and listening, reading and writing
Range of genres and media
Creative use of facts
Critical Thinking
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• Rocks Who am I? An oral exploration of characteristics of different rock types and minerals e.g. Limestone, mudstone, chalk and diamond to produce creative definitionsof different rocks using personification
• Mountains What are mountains like? Paired research into different mountain ranges in relation to climate, flora, fauna, aspect, human activities with emphasis on using synonyms and antonyms. Creative writing outcome of a ’Recipe for becoming a mountaineer’.
• Migration What is it like to live in a favella? Use of text ‘Beyond all pity’ extracts to introduce life in a Brazilian Favella. Outcome of diary entry to develop emotive and figurative writing in response to a chosen scenario.
• Caribbean How do hurricanes affect us? Use of poem ‘Hurricane hits England’ by Grace Nichols and autobiographical account ‘Twenty-five years ago on Ambergris Caye’. Write poem on ‘Hattie hits the Caribbean’; using personification.
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• Example of trainee work – 1
• Mountaineer recipe
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• Example of trainee work – 2
• Personification of mineral - Diamond
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• Photograph of UWE Trainees at Gallery style Presentation of work
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Trainees’ perceptions after collaboration
Quotes of English and geography trainees after the Collaborative experience
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Landscapes of Language
Re-constructing connections across the curriculum
What are the constraining factors ( systemic, pedagogical, ideological ) to your creative collaboration with colleagues who have differing subject /age phase expertise? What support would help you to overcome these barriers? How does collaborating creatively with colleagues, in the interests of promoting your students' learning, contribute to knowledge transfer within your HEI and the wider educational community which we serve?