Mrs Humanities

Because I'm married to the job.


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Resource – Department Handbook Template

After writing the post yesterday which gave an insight into my department handbook, I realised that although I couldn’t share OUR department handbook I could make a template for others to use as a starting point.

It’s just a template with some hints to help anyone creating their handbook to get started. Adapt and amend to suit your needs.

I’ve left my departmental feedback strategies in it just in case it can be of use.

To download a copy, click here.

If you have any questions, do get in contact.

Best wishes,


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Resource – IB Geography Inquiry Booklets Core Unit 2

After teaching the new specification in full, I could see the bigger picture a lot clearer. After reflection and much consideration I decided that I’d try to split the core into theory and then located inquiries. Last week I shared my booklets for Unit 1 – Changing Population, this week I’m sharing my booklets for Unit 2 – Global climate.

Similarly to the Changing Populations inquiry, the topic starts by covering the geographical theory and the more generalised impacts of climate change on the hydrosphere, atmosphere and biosphere, before moving on to look at the impacts and response from 3 located studies.

The booklets contains everything the students need – an outline of the course content covered, the statement of inquiry, list of key terminology, outline of geographical theory and activities to undertake along with videos, articles, case study templates, things to discuss, images etc.

Theory includes:

  • Layers of the atmosphere
  • The Global Energy Budget
  • Greenhouse Effect – Natural and Enhanced
  • Global Warming and Global Dimming
  • Planetary Albedo Effect
  • Sources of greenhouse gases
  • The history of climate change
  • Evidence of climate change

Before a look at some of the general impacts of climate change.

Example of Theory Pages

After the theory behind climate change, we begin to explore the impacts of climate change for 3 locations. Each located inquiry starts with a section on background information to provide students with insight into the development and demographics of the named country; providing students with a sense of place and ability to compare. Followed by exploration of the impacts of climate change for different societies within the 3 located studies.

The three located studies are:

  1. USA – focuses on southern states and indigenous communities of Alaska
  2. Maldives – focus on low-lying island communities
  3. Bangladesh – focus on low income communities

The located studies also explore the concept of risk and vulnerability, along with the responses to climate change both in terms of adaptation and mitigation.

Case Study: USA
Case Study: Maldives
Case Study: Bangladesh

The topic ends with one final inquiry into the responses to climate change from a governmental perspective.


ResourcesAnd now the part that is of most use to you. A link to the documents for download. Simply click here to download all the resources for IBDP19 Core Unit 2 – Global Climate.

Booklets for unit 3 are currently in progress and will be added to the site when complete.

Hope you can find the resources of use.

If you enjoy reading my blog, you might be interested in my first book due for release 28th May. Click the image to find out more or to pre-order it. Massive thanks in advance if you do!


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Resource – IB Geography Inquiry Booklets Core Unit 1

After teaching the new specification in full, I could see the bigger picture a lot clearer. After reflection and much consideration I decided that I’d try to split the core into theory and then located inquiries.

In January we started the first of the core topics – Unit 1 Changing Population. I started the topic by introducing the theory required on global trends, predictions and momentum, demographic transition, development indicators and dependency ratios.

We then moved onto our first case study, China. Through exploring China we covered the following course content

  • Demographic Transition
  • Population Problems
  • Population Policies
  • Urbanisation
  • Megacity growth
  • Forced migration and internal displacement
Booklet 1 – China

The booklets contains everything the students need – an outline of the course content covered, the statement of inquiry, list of key terminology, outline of geographical theory and activities to undertake along with videos, articles, case study templates, things to discuss, images etc.

Page 1 – Statement of Inquiry, Course Content and Geographical Terminology
Geographical Theory and Activities
Activities associated with theory

Each located inquiry starts with a section on background information to provide students with insight into the development and demographics of the named country; providing students with a sense of place and ability to compare.

From China and Singapore we moved onto demographic dividends, gender equality and anti-trafficking. Each starting in the same way, content covered, theory and then located examples.

We looked at South Korea as our located example for demographic dividend followed by gender equality in India and Syria for anti-trafficking.

Demographic Dividend Booklet
Gender Equality and Anti-Trafficking Booklet

Reflection

The students engaged well with the content and the booklets, my only issue with it was getting my head around how to teach using booklets instead of PowerPoint slides. It’s slightly harder as students work through the content at different paces and thus when there is something I wish to go through before they move on I have to stop the whole class to discuss it, to watch the videos etc. even if some haven’t finished the previous task. I have to consider how to get around this.

One of the main issues being that some students choose to use a digital device and thus have access to the booklet in the lesson, whilst others don’t so printing of the main resources (news articles etc.) has been required. It’s not an issue at all just that I need to remember to print off the articles and other vital resources.

Resources

And now the part that is of most use to you. A link to the documents for download. Simply click here to download all the resources for IBDP19 Core Unit 1 – Changing Population.

Climate Change is currently in progress and will be added to the site when complete.

Hope you can find the resources of use.

If you enjoy reading my blog, you might be interested in my first book due for release 28th May. Click the image to find out more or to pre-order it. Massive thanks in advance if you do!


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Mrs Humanities shares… 5 highlights from EduTwitter

I had a brain wave this morning. You know the kind you have and then think why hadn’t I thought of that before?!

It’s a simple idea really, but goes a long way to highlighting the amazing work being done and shared via twitter for those of you that don’t make use of it for CPD.

For me, Twitter has had a huge impact on my professional practice from inspiring lesson resources to ideas for supporting colleagues, there’s so much you can take away from EduTwitter (see my A-Z of EduTwitter for more info). So here it is, my simple idea is to share 5 tweets that have inspired or interested me each week that I think others may find of use.

Now I just need to work out which day is best to publish? Monday, Friday or Sunday? Hrm… I’ll have a think and set it up from the first week of the next term.

For now, here’s 5 tweets that I think might be of use or inspiration to others:

Knowledge Organisers for Religious Studies GCSE from @MrSmithRS

Geography Teaching Resources from @MrTomlinsonGeog

Teaching resources to support learners with this years RGS Young Geographer of the Year competition from @KCGeographies

Medicine through the Ages Revision Rap from a colleague of @HistTeach55

Finally, this fun little number on workload and wellbeing from @carpool4school1 featuring @RossMcGill.

Oh and don’t forget there are almost 1000 ideas over on Magpied Pedagogy.

Is bringing useful tweets to you a good idea? Let me know your thoughts.


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Resource – Thematic unit on conflict, fortification and armour

When I taught Geography and History through the umbrella of Humanities, we did a lot of thematic topics; exploring concepts over time and space.

I thought I’d share with you the unit we did on conflict, fortification and armour.

Outline

The unit took students through technological advances in conflict, fortification and armour, finishing with a personal interest project.

I remember my year 8’s really enjoying the topic. It gave them insight to different time periods and encouraged them to research and find out more.

Here are some example resources:

The topic covers a range of content and whilst I’ve produced much of it, some elements such as the ‘top trumps’ were free resources available online. Since it was so long ago since I made the lessons (2015) I can’t remember the original sources but if you find one of them is yours please let me know and I will add your name and the source to the piece.

Castles – Type and Location

Siege Warfare

War at Sea

World War 1 – Technological Change


Homework

Homework gave students choice and different levels of challenge.

Week 1 Homework
Week 3 – 7 Homework

Examples of the homework produced




Levels
You will notice some of the resources use National Curriculum Levels and some use GCSE ‘grades’, I’ve just uploaded the resources I had. I clearly hadn’t backed up all of the resources at home before leaving the school. Doh!

If you’d like to access the resources you can do so here.

I’m not a historian, so my apologies if there are any historical inaccuracies, I put a lot of research into the materials and got them checked by my historian husband…. but I’m sure there will be something to be found.

Hope you can find them of use.

U


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Guest Post from @TeachYesterday – Breaking down exam skills with ‘source windows’

Breaking down exam skills with ‘source windows’

Inference can be a tough skill to teach, particularly at KS3. The nuance and context that surrounds a source can be incredibly complex, but, like any other skill, improving a students’ inference can be achieved by the consistent repetition of good practice (easily said, I know).

During my training year, my SENCO emailed me a template of a ‘source viewer’ he had seen on Mrs. Humanities (a website which then became my professional life-raft), I decided to adapt the source viewer to make it suitable for my lower attainers (Figure 1).

Originally, I was trying to create a resource that would help them with the basic provenance of Time, Audience, Author and Place.

Figure 1


The students enjoyed using the laminated source viewers and asked to use them again. So following this mini success, I decided to adapt another version of the viewer (Figure 2) or ‘source window’, as the students had named it.

Figure 2

This one focused on the exam specific interpretation and source skills needed for the AQA GCSE History papers. This viewer had three sides which were colour coded; the purple panel included generic versions of all the source and interpretation questions found in the AQA papers. The orange and green panels featured questions that broke the required skills down, making the students’ answers more of a step by step process. The challenge for each student is then to attempt one question from the colour above at some point during the lesson.

Feeding Back

The students are directed to the colour panel of questions that is appropriate to them on feedback sheets I use to mark their books. I assess their source analysis using the AO skills sheets (Figure 3) and assign them one of the three colours.

I was then able to say to a class “Everyone answer questions 1-4 on the source window for Sources A, B and C” and the class would then be answering three versions of a GCSE question differentiated based on their level without me having to micro-manage three tasks to one group.

Figure 3

This was a big hit with that same SENCO as I was then able to differentiate by task on all my source work without any extra resources and at any point during the lesson.

Feeding Forward

After source analysis tasks students then consult their AO skills sheets (Figure 3) and assess their own answers and identify one skill from the next level of difficulty that they will work on in the future. I even make them write it in the ‘progress focus’ box to ensure each student is aware of their target. I then encourage them to refer back to this the next time we are doing source work.

Figure 4

I then stared to create other resources (Figure 4) that all use generic versions of KS4 questions which also break the required skills down into the same three levels. These resources allowed me to create ‘circuits of progress’ in students’ books that make the students’ progress clearer to the student themselves. This enables them to move up through the tiers refining their skills as they go, outlining a pathway so the students know exactly what they need to do to improve. I have shared my adapted source viewer on Twitter and other people, (some from around the world) have made their own versions adapting the questions to their own exam papers. Create your own and share it!

Thank you to @MrsHumanities for the inspiration

Mark Grantham – DCCA
Follow Mark on twitter @TeachYesterday

Newly created blog: http://mryesterday.com/

Download a copy here.


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Resource – The Power of Feedback Download

I know not everyone sees the power of feedback in the same way I do. I also recognise that not everyone that has tried implementing ‘effective feedback’ has been as successful at doing so. But I want to help others to see the benefits of continuing to attempt embedding feedback into their classroom practice.

That’s because for me feedback has been a major influence on my classroom practice, revolutionary even. Embedding feedback has completely changed the way I think about learning, the process and the approach. Embedding feedback alongside several other approaches such as planning backwards, scaffolding and simplifying my teaching strategies has had numerous benefits including (but not limited to):

  • reduced workload
  • pleasure in learning for student and teacher
  • strong student progress
  • student ownership

To help others to understand the value and power of effective feedback, I’ve put together this helpful document (download link at the bottom). Aimed at those that might be a reluctant to try, those that might be new to the concept or those with misconceptions.

I’ve started with an explanation of the value and power of feedback, introducing the basics on the value of it. I’ve tried to keep it short and simple.

Next I’ve explored the 3 stages of the feedback cycle – feed up, feedback and feedforward.

In each section I explore how it maybe implemented and the value of each stage.

Before providing an example of how to embed a feedback cycle in the classroom based on this previous post on embedding feedback.

My aim is to help others to see the power of feedback for both students and the teacher.

If you’d like a copy for your own practice or to share, you can download the PDF here.

Hope you can find it useful.


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Resource – Geography in the News Reading Review Sheet

During a lesson with one of my year 13 classes recently, it became apparent that I often ask “did you see in the news…?” after my students highlighted the fact that I regularly ask it and they always say “nope”.

It got me thinking about how I can get them to engage with current affairs, especially as so much of it is relevant to the IB Geography course particularly the higher level topics. This morning it came to me! As part of their revision process I’m going to get them to find, read and review news articles that link to the content they have covered. They will then share their findings with the class in order to develop discussion and a review of their prior learning. In particular I want them to be able to see the bigger picture of how much of the content links.

In order to help facilitate this process I’ve created this resource sheet.

It got me thinking about how I can engage other year groups in reading around the subject, especially as there are a number of students that excel in Geography every year and I encourage to read and watch the news to be able to draw upon other examples in their work.

I therefore decided to make a similar sheet for MYP (Key Stage 3) to use for Geography as a stand alone subject, for Individuals and Societies as a discipline and for IB Environmental Systems and Societies. For MYP I’m thinking I might set it as one homework per unit of inquiry.

I’ve made a further version which is more general and can be used with any year group.

To download editable version and a PDF, click here.

Hope you find them of use.


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Resource – IB Geog your Memory Revision Resource

This is a resource I’ve been working on now for a couple of weeks and finally today I was determined to get it finished.

It’s a revision resource for the IB Geography course, covering all of the core and the 3 options we cover – Oceans and Coastal Margins, Geophysical Hazards and Freshwater.

It’s quite simple really. It’s a wide collection of recall questions, 30 for each of the above topics, in a spreadsheet.

I have then used a mail merge to fill a template. This means I can easily move the questions around if necessary.

If you’d like instructions on how to use the mail merge feature in word, check out this post.

My using mail merge I’ve been able to easily produce 30 ‘Geog your memory’ sheets ready for revision.

The template consists of a questions and answer sheet. So far I’ve simply copied the question sheet onto PowerPoint slide and the answers onto another. I’ve popped the questions on the board and given students the 10 minutes at the start of the lesson to answer the questions. We’ve then discussed the answers and then I’ve shown them the answer sheet which they’ve used to add notes to their answers.

And yes, you can download them too. Click here to download the documents including the spreadsheet of questions, template and the 30 ready to go sheets.

The feedback I received on the first two have been positive. So I hope you find the resource of use with your students.


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Resource – Geographical Skills Revision Booklet

I wanted to create something for my students that would provide them with guidance on the wide variety of geographical skills they could come across in the exams, but in particular Paper 3.

We’ve covered so many during the course but they’re not always remembered. I wanted something that would bring it all together as much as possible. So I set about creating a skills overview booklet.

The idea of the booklet is that students can self-assess their level of confidence with the skills listed in the AQA specification.

From there they can focus their attention on particular sections.

At the end there are past paper and sample paper questions.

I’ve been somewhat lazy with the production of this resource, making use of booklets and resources available online. I take no credit for any of the material compiled and have provided a list of sources at the end of the document and below. However I was somewhat forgetful at referencing the sources as I made it, sorry. A massive thanks goes to those that have made the original material that I’ve collated together into this booklet.

https://www.tes.com/teaching-resource/geographical-skills-revision-booklet-ks3-and-ks4-11872979

http://www.oaklands.hants.sch.uk/_site/data/files/documents/subjects/geography/A7986022DFBD4AE39D4EA09A74E9A197.pdf

https://www.teachitgeography.co.uk/resources/ks3/maps-and-map-skills/exploring-and-mapping-the-world/understanding-contour-lines/25112

https://www.tes.com/teaching-resource/aqa-gcse-geography-skills-workbook-11058377

http://arkwilliamparker.org/sites/default/files/GCSE%20Geography%20Revision%20Booklet-%20AQA%208035.pdf

http://thewilnecoteschool.com/wp-content/uploads/2017/03/Geographical-skills-booklet.pdf

https://www.teachitgeography.co.uk/skills

If there are any original sources I’ve failed to identify, please let me know and I will add details to the list.

To download the booklet click the download button below.

Hope it can be of use.