Geography - Exemplification in subjects - A Coherent Pedagogy for Secondary Schools

Geography
A Geography Lesson in Key Stage 3

The teacher introduces the lesson by explaining the lesson objectives and outcomes in terms of what pupils will learn and, in language they all understand.

These objectives include the knowledge and understanding to be developed as well as particular skills that will be used in order to make appropriate decisions about the issues and places being explored during the lesson.

The teacher ensures that pupils understand where this lesson fits with the previous lesson. Pupils are given an opportunity to develop a "sense of place"about the area they are studying. Pupils may participate in this by sharing what they know/perceive about the place.

Understanding of specific key terms is established and key terms are written clearly for the pupils to see. The teacher checks pupil understanding of the objectives and key language by asking appropriate questions.

A starter activity is used to bring prior skills, knowledge or understanding to the fore, and to stimulate the pupils' curiosity about the place or issue they are about to explore.

Frequently, the starter is based on a visual stimulus (an aerial or satellite image, a photograph or map) which raises questions related to the place or issue; which engages pupils in the enquiry process and prompts them to think creatively.

This phase is characterised by whole-class interaction. Pupils have clear lines of sight in order to engage in dialogue with the teacher and with the class. The main teaching phase is an opportunity for the teacher to communicate real enthusiasm for the topic or place of study.

The teacher outlines the concepts to be addressed and "models" successful outcomes to the tasks ahead. Ideas are shared across the whole class.

Within the main part of the lesson pupils remain clearly focused on the learning objectives.

There is an appreciation of real place(s) and a series of relevant enquiry questions around genuine issues.

Task's are challenging as they build on the knowledge, skills and understanding of previous lessons.

Geographical approaches, which have been systematically taught, are applied as well as progressively developed by the pupils in order to investigate places, themes and issues in a context they understand.

Key geographical concepts (such as scale, pattern, process, interdependence, inequality, development, cause and effect) underpin lesson activities so that pupils acquire an increasingly sophisticated appreciation of these.

During the main phase of the lesson, lesson objectives (and pupil progress towards these) are returned to at appropriate points. These provide opportunities to resolve problems, share viewpoints and disseminate good practice/ideas.

The teacher marks the beginning of the plenary phase by asking pupils to conclude their activity and ensuring they are seated to enable whole class interaction. Pupils are reminded about the objectives of their learning.

By use of skilful questioning, the teacher has pupils demonstrate their progress towards these objectives. A geography plenary may lead to reflection on 'big' geographical concepts outlined above, or may pose further challenging questions for later consideration.

The teacher concludes the lesson by setting out the homework task clearly.This relates to the lesson objectives, but demands consolidation, application or further development of the skills, knowledge and understanding addressed in the lesson.