VIEWS: 21 PAGES: 3 POSTED ON: 2/26/2010
Geography Department Gifted and Talented policy Aim The Geography department endeavours to make the curriculum accessible to all. This is done through detailed schemes of work, varied teaching resources and a wide range of teaching and learning styles. To ensure that the needs of the Gifted and Talented students are met, consideration is made when planning work and enrichment activities. Objectives To achieve our aim, the following strategy framework has been identified: Identification - to identify Gifted and Talented students within geography. Differentiation - to provide work that is different and challenging, not simply ‘more of the same’ extension tasks. Enrichment - to provide enrichment activities. Curriculum design - adapt the curriculum to accelerate learning. Learning ethos - recognise and celebrate Gifted and Talented work Strategy Framework Identification The Gifted and Talented register (comprising up to 10% of a year group) is the school’s agreed list of students. It takes into account data from a range of sources: end of Key Stage tests, MidYis tests, teacher recommendations, parental recommendations and achievement in specific activities. The Geography department therefore (aims?) needs to set up a procedure to help identify any students who are Gifted and Talented in geography. The following points should be considered when making decisions: Does the student perform to the highest of standards in assessments ? Does the student understand new concepts clearly ? Can the student communicate well using both the written and spoken word ? Can the student reason, argue and think logically ? Does the student enjoy using graphs, charts, maps and diagrams ? Does the student relate well to other people, showing an ability to lead, manage and influence others, appreciating and understanding others' views, attitudes and feelings ? Does the student have a highly developed value system ? (what does this mean?) Does the student have a wide-ranging general knowledge about the world ? Is the student able to transfer knowledge from one subject to another ? Is the student creative and original in their thinking ? These guidelines are shown in detail on http://www.nc.uk.net/gt/geography/index.htm. A Gifted and Talented student would not necessarily display all of these characteristics, but would certainly cover many of them. If a teacher identifies a student as Gifted and Talented, the name should be raised at department meetings. The Head of Department will pass any agreed names to the Gifted and Talented coordinator. Differentiation Differentiation is embedded into the geography schemes of work throughout both KS3 and KS4. Mixed-ability teaching has required work to be differentiated, in order to make the curriculum accessible to all. As a result, it is a key focus for the department – newly developed schemes of work have developed; thinking skills, reasoning skills, information-processing skills, enquiry skills and evaluation skills. In addition to this the department has also focused on developing lessons to cater for the range of teaching styles; visual, audio, reading/writing and kinaesthetic. However, when dealing specifically with G&T students the department looks at new ways of differentiating work and extending the student. One way in which this is achieved is by setting higher targets for pupils (i.e. a Year 7 pupil working at a NC level 5 will be given level 6 or 7 targets). This may take the form of: give more detailed descriptions when writing explain what they observe identify similarities and differences in the environments of different places and the lives of people who live there explain links and relationships that make places dependent on each other suggest their own relevant geographical questions and issues independently select and use appropriate skills, information and sources of evidence suggest plausible conclusions to any evidence The above points are particularly relevant when guiding students towards A* at GCSE. Inclusion for G&T students is achieved through using the wide variety of teaching and learning methods outlined above Enrichment Although the department runs a number of enrichment activities that are not specifically aimed at G&T pupils, the activities on offer provide the opportunity for G&T students to enrich their geography, i.e. Year 10 residential fieldwork to Wales. The department is, however, looking into providing enrichment activities, i.e. G&T students in Yr 7-10 have the opportunity to take part in the Geographical Association’s ‘Young Geographer of the Year’. Curriculum design and planning The schemes of work in geography are designed to incorporate different Learning and Teaching styles (detailed above). The Key Stage 3 scheme of work, for instance, implements the Key Stage 3 strategy wherever possible. The department are looking into accelerated learning at the end of Year 9 for the pupils who opt for GCSE geography, focusing on fieldwork and coursework for GCSE. When planning lessons (and series’ of lessons) teachers obviously refer to the schemes of work. However, when planning specifically for G&T students, teachers should consider: What understanding of this topic/unit do I expect gifted pupils to be able to achieve? In what ways would their understanding go beyond that of other pupils? To which relevant concepts might they be introduced? What qualities of understanding of this concept should I look for? What links between relevant concepts could the pupils usefully explore? Can key ideas be placed within a structured network of ideas that gifted pupils could understand? Would understanding involve the ability to explain? Can the new ideas be related to pupils' experience? In what ways can they best be illustrated? How can pupils be encouraged and helped to apply ideas to other situations? To what extent are gifted pupils being challenged to deal with appropriate levels of complexity, abstraction and precision? Learning ethos The work of Gifted & Talented students needs to be celebrated and used as a model for others. Wherever possible, work should be displayed, students should be asked to initiate/direct class discussions, etc. This will, hopefully, enthuse the G&T students and raise the expectations amongst others. Next steps As individuals we need to: Identify the G&T students we teach (see register/Alert Book). Identify any other students who may be gifted at geography. Develop strategies to challenge these students. Monitor the progress they are making. Report back (to HoD) As a department we need to: Highlight areas within the schemes of work (ideally every lesson) where G&T pupils can be challenged and write these into our schemes of work The HoD needs to: Up-date schemes of work (continually) Monitor and review the progress of G&T students Annotate the G&T register to indicate whether students should be added to or removed from the register. Report back to the G&T coordinator (LCC)(LJC) students’ progress and ?
Pages to are hidden for
"Geography Department"Please download to view full document