YOUNG PEOPLE’S GEOGRAPHIES

What will be discussed...

•Voicing my opinions, thoughts and concerns on YPG•Beginning of school visits•Interview with students •Observation of SEN students•Preparation of planning•My Conclusion

•When I first began to research into YPG

•Geography and its slippery slope• Do Students have the relevant

skills?•How would in actually work in the

classroom?

My opinions, thoughts and concerns

•Self prepared questions to find out how YPG worked inside the classroom

•Was St. Roberts previous and current YPG lessons successful/ unsuccessful and why?• Does it have correlation to the schools

available resources, facilities, support, working ability of students

• St. Roberts previous success with YPG• Does this work with a range of different classes?...Monitor over the six week visits

WHEN I GOT INTO SCHOOLS

Interview with top set year eight YPG students(See handout)

• YPG module on ‘Water World’• What Students liked/ disliked about YPG

•Accomplishing all of its aims: to stimulate, excited, be relevant, and involve individuals’ lived geographies’ and to change the views of Geography as a subject.

But!!!• Fear of what people would think of their ideas

Observing Year Sevens

Observation of SEN year Seven students

Questions?! How could these students cope

with YPG?Small steps towards the whole of

YPG

Main aims were to:Have several activities throughout lessonsMake sure Learning Intensions/ Objectives were achievableTry and get more group and pair work into the lessonsDifferentiate workFinally, Make sure it involves pupils ‘lived Geographies’

Started to plan!

A LESSON POWERPOINT PRESENTATION

How do we pollute our environment?

Learning Intentions

To recognise the roles that we play on polluting the environment.To form opinions on how we can reduce the pollution.

Success Criteria:-To justify how we pollute our environment, maybe even by travelling to school.

-Identify the areas within St. Roberts school that pollutes the environment.

-To speculate what solutions we could put into place.

To start…school journey

Success Criteria:Complete the worksheet in 2 minutes with your partner, describing the way you commute to school.

Do you pollute the environment travelling to school?

My Journey to school this morning...

Task… MappingYour task:You are to plot areas onto school map where the school pollutes the environment and why they pollute the environment.You then are going to explain ways in which the school could reduce pollution.

To be successful:You MUST label as many areas you can think of which pollutes the environment.You SHOULD describe ways of reducing the pollution.You COULD try and compare results with another group.

To finish… speculate solutions Are these statements

good or bad?Use your voting cards to show your

answer!!

Throw trash in the proper places

To reduce, reuse, and recycle things in your house.

Cut the plastic ties on can so they don't hurt animals in case the ties in up in the bay

Conserve energy - turn off lights when you leave the room.

Travelling to school by car, instead of public transport or walking.

Throwing litter on the ground

Turning central heating off on warm day

If you believe a statement is true put your voting thumbs up. If you believe the statement is false put

your voting thumbs down!

Learning IntentionsReviewed

To recognise the roles that we play on polluting the environment.

To form opinions on how we can reduce the pollution.

Success Criteria:-To justify how we pollute our environment, maybe even by travelling to school.

-Identify the areas within St. Roberts school that pollutes the environment.

-To speculate what solutions we could put into place.

To show that you have fully understood today's lesson answer the evaluation sheet given.

Evaluation of Lesson•The lesson ideas were created in an attempt to try and integrate YPG and their ‘Lived Geographies’ without the element of asking them what they wanted to learn.

•It was still relevant to their lives and stimulating as they were researching the facts of pollutes, as well as identifying things that could be done to preserve the environment.

•It challenged them to think of their ‘Lived Geographies’ - But not on their own, Yet!!

•The lesson ideas were created in an attempt to try and integrate YPG and their ‘Lived Geographies’ without

the element of asking them what they wanted to learn.

• It was still relevant to their lives and stimulating as they were researching the facts of pollutes, as well as identifying things that could be done to preserve the

environment.

• It challenged them to think of their ‘Lived Geographies’ - But not on their own, Yet!!

CONCLUSION…..

•Is YPG achievable way of learning for students of lower learning abilities?•Could it be that they need time to build the skills to create their own curriculum?•Every year is different...•G.C.S.E and A-Level migration to YPG...•Is the content of a topic going to be lost•Is this feasible for teachers to do each year?

YPG = INGENIOUS

However when its done the right way!!!