How not to sit the exam! - 

I will be in school at 8.30 with bananas and juice for those who have not had breakfast

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Advanced Higher Geography Statistics

Nearest neighbour analysis

Chi Squared

Spearmans Rank

Pearsons Product

Linear Regression

Central Tendency and Dispersion

Read this

The Map Question

There are two broad types of questions in this section, a decision making type and a map interpretation type. In both cases the form, style and difficulty of the questions will not vary greatly from year to year. Geographical interpretation of information on the map is the key skill that is being examined, and thus it is very likely that at least half of the marks available in any map interpretation question will be allocated to these elements of the question. Formal map interpretation skills, such as use of scale (eg by drawing a plot to scale), depiction of relief, depiction of surface features, etc. will receive a higher mark loading. This will give emphasis on testing the ability of candidates to understand the representation of information on the Explorer 1/25,000 map series. To complement this, marks will be available for giving evidence from the map extract correctly. This will include grid references and reference to features symbolised on the map. This reflects the importance attached to the skilled use of OS maps. Cait your atlas is a very valuable resource for this question. It will be essential to locate the map extract in its broader regional setting, and information on thematic topics (eg geology, transport routes) may be very helpful in answering specific questions. 

The GMT Question

The questions are fundamentally geography questions. Some data manipulation or commentary on techniques may be required in any question set, but the majority of marks available will be allocated to interpretation of data. It is very likely that in any year, at least one question will be based on a statistical technique or techniques. Where formulae or tables are required these will be supplied. Arithmetic will be confined to the amount that examiners

believe is necessary to show that you understand the technique that is used. If a minor arithmetic error is made, you will not be penalised severely. In the case of a gross error, examiners will try to give some credit for sensible elements in the calculated answer. If incredible answers are given (eg correlation coefficient with a value greater than 1 or less than -1) it may be difficult to give much or any credit to an answer.You should be encouraged to check their work and ensure that the answer to any calculation looks sensible. Candidates should also be encouraged to answer the whole question. Even if they are unfamiliar with the specific data, all information needed to answer the question is in the data on the examination paper. The atlas may also be a very valuable source of information.

 Fieldwork Scenario question

The question will be focussed on the application of fieldwork techniques and the analysis of results which might be obtained from fieldwork. The question will ask you to suggest a suitable working hypothesis for a fieldwork scenario. It will require candidates to explore issues within the given scenario which relate to the practical application of fieldwork gathering techniques, and the analysis of the data gathered. Marks will be awarded for each part of the question, ie the proposed hypothesis, gathering techniques, analysis of data.

Therefore Cait is would be agood idea to write down and try and remember all the different ways that physical and human geogrpahy fieldwork is carried out

As for the ways in which data can be presented - at least know what they are a chloropleth map is good for showing location based numerical data for example population densit, number of migrants in each london council etc...

Spearman’s Rank Correlation Coefficient, Pearson’s Product Correlation Coefficient and Linear Regression.

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Today

 By all means read through your notes, try a few questions – but no cramming! – For everything you cram this evening will be something else forgotten – your short term memory can only hold so much!

 Review the stuff you know well – just check! Case studies for paper two, Place Names etc...

 Do not go to bed late! You need plenty of sleep - I find the world snooker championships particually good at sending me to sleep!

Tomorrow Morning

 Have a proper breakfast, no sweets – cereal toast and a banana – bring a bottle of water to the exam – sipping the water during the exam gives you time to think!

 The Exam

Paper 1 Physical and Human Environments (1 hour and 30 minutes)There are a total of 100 marks for this paper.

Section A

 4 questions, each worth 18 marks, all of which are compulsory. Two

of these will be ’physical’ and two will be ‘human’. The physical topics will be selected from Lithosphere, Hydrosphere, Atmosphere and Biosphere. The Human topics will be selected from Population, Rural, Urban and Industry

.

Section B  

two ‘physical’ questions and you have to do one of them i.e. you choose whichever one you think you can gain most marks in. The topics will be the physical topics which were not included in Section A. The questions are worth 14 marks.

Section C  

two ‘human’ questions and you have to do one of them i.e. you choose whichever one you think you can gain most marks in. The topics will be the human topics which were not included in Section A. The questions are worth 14 marks.

An O.S. map will accompany Paper 1 and at least 1 question will be based on it. It could appear in Hydrosphere, Lithosphere, Industry and Urban. It is highly likely, therefore, that one of these topics will appear in Section A.

Paper 2 Environmental Interactions (1 hour and 15 minutes)

There are a total of 100 marks – 50 marks to each of the 2 questions you will answer.

You will answer the questions on:

1. Rural Resources

2. Development and Health

N.B. This is the most important paper for Higher Geography. The grade that you get will largely depend on the answers you give in Paper 2.

Answering the Questions

Don’t panic when you first open the exam papers. They will look difficult when you look at all the questions one after the other. You only have to do one at a time! Stay calm and work through the papers methodically. That way you tackle any difficulties one at a time.

Lay your answers out neatly and clearly. Leave spaces between parts of questions and large spaces/new sheet between questions. Number questions accurately and clearly.

Watch the time. In Paper 1, allocate a maximum of 15 minutes per question.

In Paper 2, allow 35 minutes per question (this leaves an extra 5 minutes). The time factor is more crucial in Paper 1really short of time, you may have to resort to throwing down some bullet points for the last question. It is far better to do that

Finally

Don’t leave questions unanswered – there will be questions you are not sure about but when you’re in doubt, try to write something. If you leave a blank space, you are guaranteed to get no marks but if you have a guess, you might just get the marker’s ‘sympathy vote’. A mark here and there adds up and could make the crucial difference between passing or failing or between an ‘A’ or ‘B’ pass.

I believe you can all pass, You would not be sitting the exam if that was not the case! 

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This looks like alot but its only four questions - we can all hope it will not be an ocean current year - the last year it was it was an option question!!

Explain why the Earth’s surface can absorb only 50% of the solar energy received at the outer atmosphere. 

Only 50% of all incoming solar energy reaches the earth’s surface due to two main factors, absorption and reflection. Reflection from the atmosphere accounts for 26% of the energy loss, 20% by clouds  and 6% by gases and dust. Some is also reflected directly by the earth’s surface. The total figure of reflection is known as the albedo effect which is around 32% for the earth.

Absorption by the atmosphere reduces the solar energy by 18%, 16% of which is absorbed by water vapour, gases and dust and 2% is absorbed by clouds.The remaining 50% is absorbed by the earth’s surface.

Areas of the earth’s surface that are lighter in colour, such as the poles reflect more energy therefore increasing the albedo effect and reducing the figure of energy being absorbed by the earth’s surface. 

This question usually comes with a diagram with the percentages on!

With the aid of an annotated diagram, explain why there is a surplus of solar energy in the tropical latitudes and a deficit of solar energy towards the poles. 

There is a surplus of energy in the tropical latitudes because incoming solar radiation exceeds outgoing terrestrial radiation.

Due to the curvature of the earth the sun’s rays are spread over a larger surface area.  Therefore the energy is less concentrated than at lower latitudes creating a deficit at the poles. Again, due to the curvature of the earth the sun’s rays of insolation must pass through a greater area of atmosphere at the poles than at the equator (X is greater than Y in the diagram).  Therefore the energy is less concentrated towards the poles. 

Describe the pattern of ocean currents in the North Atlantic Ocean, and Explain how they help to maintain the global energy balance. (note there was a diagram to help with the current names)

Currents follow loops or gyres – clockwise in the North Atlantic. In the Northern Hemisphere the clockwise loop or gyre is formed with warm water from the Gulf of Mexico North Atlantic Drift travelling northwards and colder water moving southwards.

Currents from the Poles to the Equator are cold currents whilst those from the Equator to the Poles are warm currents. Cold water moves southwards from Polar latitudes – the Labrador Current. This movement of warm and cold water thus helps to maintain the energy balance.

Ocean currents are greatly influenced by the prevailing winds, and effected by the Coriolis effect, and land masses which deflect the ocean currents. Due to differential heating, density differences occur in water masses, resulting in chilled polar water sinking, spreading towards the Equator and displacing upwards the less dense warmer water.

Explain how circulation cells in the atmosphere and the associated surface winds assist in the transfer of energy between areas of surplus and deficit (this question is usually accompanied by a daigram with the cell names)

Warm air rises at the Equator, travels in the upper atmosphere to c.30°N and S, cools and sinks. Some of this air returns as surface trade winds to the Equator to form the Hadley Cell. The remainder of the air travels north over the surface as Westerlies to converge at about 60°N and S with cold air sinking at the Poles and flowing outwards. This convergence causes the air to rise – some of this air flows in the upper atmosphere to the Poles where it sinks forming the Polar Cell. The remainder of this air in the upper atmosphere travels south and sinks at 30°N and S to form the Ferrel Cell. It is in this way that warm air from the Equator is distributed to higher (and cooler) latitudes and cold air from the Poles distributed to lower (and warmer) latitudes.

Note that it was marked out of 8, with a maximum of 2 for correctly located or drawn cells and a maximum of 4 marks for the explanation of any one cell.

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There could be a map question  (although prob not as there was one last year) and you will be probably looking for evidence of new industry, try to find the following..

Is there any evidence for flat land for construction in the area

Proximity to local market i

Access to docklands/railway sidings for import and export 

Close to motorways for easy access of materials and finished goods,

Proximity to local labour force.

Edge of town – cheaper land.

Close to universities for skilled graduates and research facilities.

Close to other modern industries that may supply components or share resources.

Airport for visiting executives, or transporting light products (5691). Pleasant working environment.

If  you read the document below you will see there not to many questions that can be asked - just the wording changes

Industry_higher_exam_questions.docx Download this file

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The important things

To know your diagrams and your descriptions and explantions - a good question will have a diagram to help you, a bad one will not!

Describe and explain the formation and characteristics of a brown earth soil.

 Brown earth soils have lots of soil organisms, like earthworms which mix the materials together, merging the boundaries between the horizons.

These soils are leached, but not heavily, so the aluminium and iron oxides are dispersed through the soil to give the overall brown colour.

 The original vegetation was deciduous forest, resulting in a layer of decaying leaves giving a rich humus. The deep roots of these trees reached down to the 'B' horizon tapping the nutrient supply and allowing good drainage.

 Describe and explain the formation and characteristics of a gley soil

Gley soils These soils are found on gentler slopes or in areas of high rainfall where the water does not drain away very readily.

Peaty gley soil is waterlogged for all or most of the year. This waterlogging denies the soil the oxygen that the soil organisms need to survive. In cold climates there may be a layer of permafrost. 

The organisms left in the soil extract the oxygen they need to survive from the iron compounds and the soil gradually turns grey, blue or green as the oxygen is depleted.

 Describe and explain the formation and characteristics of a Podzol soil

Podzols are easily recognisable by their distinct layers or horizons. A grey or light-coloured 'E' horizon is the result of severe leaching.

The iron oxides collect in the 'B' horizon (illuviation) where the iron oxides can accumulate to form a thin layer of hardpan, which stops drainage through the soil.

Some iron oxides get through the iron/hardpan, giving this 'B' horizon its dull orange colour.

These soils are found where there is good drainage and soil water is strongly acidic. They tend to be found on the upper slopes of upland areas where precipitation is heavy or where the vegetation is coniferous forest, producing an acid humus. The acid conditions are not liked by soil organisms which would normally mix/merge the boundaries of the horizons.

Below are the diagrams - these are the simplist versions I could find! - if the question ask for explantion as well you will need the text from above

Draw_and_fully_annotate_a_soil_profile_of_a_podzol_to_show_its_main_characteristics.docx Download this file

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Who timetables the Geography Higher and standard grade exams for the day after a Bank Holiday they were obviouly not considering the effect of that day off on my students,  especailly my higher students who spent most of the last two weeks in a state of funk - one way we stay in contact is via Twitter the other is via this blog..

I hope they are not panic revising but I guess, despite best advice against it, most of them will be. What they probably do not realise that as a teacher I will be just as nervous as them, my stomach will be rolling and I will get little sleep on Monday night - but of course my future does not really depend upon their results (thankfully I am not teaching in England!). 

and suggested by my daughter

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Two days before the exam and you should be feeling a bit nervous, don't worry its normal!

Below are the powerpoints that you requested a review of nato, unicef and the EU 

International_Influence.pptx Download this file

Watch the video on UNICEF to remind youself what it is for

The second area where all of you seem to have trouble is types of aid and the disadvantages and advantages of each.

Three types of aid

Government Bilateral Aid

Given from one country to another. Often tied which means the receiving country has to buy goods for the donor country - the problems with this is that often all the skilled jobs go to people from the donor country, corruption can occur with members of governments in the receiving country keeping the money for themselves, the aid can be tied to things like the receiving country buying other goods from the  reciving country http://www.huffingtonpost.com/david-gartner/obama-in-ghana-time-to-en_b_229789.html (article gives some views from ghana on american food aid)

International Organisation multilateral aid

From organisaion like WHO (world health organisation) good for big projects such as vaccinating whole populations

Voluntary 

These are charities such as Oxfam and Comic Relief - these are often focussed on small scale projects that help communities help themselves

Self help Schemes - are often funded by voluntary organisations and help people to help themselves - The buy a Goat Scheme for example

Below is a Summary of all the information that you need for aid..

1aid.pdf Download this file

Finally you must know the different ways of collecting and processing information...

Enquiry_and_processing.pptx Download this file

Processing_techniques.docx Download this file

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Below are three examples of questions

The first are on economic and social advantages if it asks about disadvantages ...For Upland Areas

Most Tourist jobs are seasonal and low paid(this applies to coastal areas to!)

Rural depopulation - people leave the area and there are few young people - out of tourist season there is little to do and few entertainments (thats a social problem

Upland farming is difficult - poor grass beacuse of thin soils on slopes - low prices of lambs - unfair buying practices by supermarkets competition from overseas reliance on government subsidies

House prices are very high due to their being many second homes 

(Just think islay)

These are not perfect answers but they contain all the basci facts and the names of places! 

Economic_and_Social_Opps_Rural_Resources.docx Download this file

Some questions are specific about environmental - some ask about transport

For Footpath erosion questions - use Sickle Gill Path - remember arguments over the style of repairs to the path - not in keeping with the landscape and cost of repairs - why should local people foot the bill through council tax and parking charges!

For Transport use Lake District Examples

dorset_conflicts.docx Download this file

upland_areas_conflicts.docx Download this file

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For the purposes of a quick review...How is a corrie made in american accents with wierd hand gestures

Corrie
by: nessiefuery

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For those who are doing two subjects and a need a plan please see below! Fill in the second subject that you are doing 

What_to_revise_for_the_Prelim_2011.docx Download this file

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Whether the Weather be good or Whether the Weather be bad..

You will need  to know a number of different aspects of weather

·         How to measure it

·         How to intepret weather circles

·         The difference between Depressions and Anticyclones

·         The main weather masses and the type of weather they bring

How to measure it?

These are generaly questions found on the foundation paper and perhaps on the General , BBC bite size has a nice summary here http://www.bbc.co.uk/scotland/learning/bitesize/standard/geography/weather_climate/recording_data_rev1.shtml

The extension to the basic what measures what is where you should place the weather station:

“They are usually placed out in the open on grass so that rain gauges can be put in the ground. They are not usually situated on tarmac or concrete because these surfaces can radiate heat up and effect temperature readings.”

How to interpret weather circles?

The diagram below shows the different symbols used with the circles. You may be asked to draw your own for given conditions so try the task underneath the daigram

1.    A day of heavy rain, 7/8^th overcast, wind of 35knots from a south westerly direction, 10 degrees

2.    A sunny day no cloud, calm, 21 degrees

3.    A foggy day, completely overcast, wind of 5knots from the North West

4.    A day of drizzle, 5/8^th overcast, wind of 25knots from a southerly direction

5.    A day of snow showers, 6/8^th overcast, wind of 20knots from a northerly direction

    You could also do these..

weatherstationtaskmore.ppt Download this file

A popular question is to give you two or three circles and a synoptic chart and ask you to identify which is the correct one, you can answer this by identifying the correct one and giving reasons why and then saying why the incorrect ones do not match – what to watch for

Don’t get caught out by anti-cyclones check the date of the synoptic chart is it a summer or winter one

The difference between depressions and anticyclones

We have done a lot of work on this – the bit that always causes problems is the names of the depression fronts and what weather you expect to find at each point – remember they are usually moving from the south west towards the north east.

This requires practice and revision!!

This is a Warm Front – it brings .......... 

This is a Cold Front it brings................

This is an Occluded front it brings....

You can review and do the wonderful exercise from the fantastic radical geography site..

patdepression.ppt Download this file

Finally Isobars

These show all the points at a particular pressure..

Below is the Atlantic Pressure Chart and the weather forecast for the same day see how they correspond (although 45mph gusts is nothing on Islay!)

Presentation7.pptx Download this file

Task – as an extra revision task draw the weather circle for Wednesday  and answer this question

Miss Fuery was planning to take her Higher Geography class on Wednesday to investigate the River Sorn and its catchment area, why might she be having second thoughts? (there are several answers to this only one of them has anything to do with the weather!)

Practice Practice Practice  - there are plenty of past papers in my room come and claim them and email me the answers, or post them below with the date of the paper and I will check them and let you know how you did.

The main weather masses and the type of weather they bring

This is a simple one it is just a case of learning them and Knowing which type of weather they bring BBC bite size has a great summary table and diagram if you don’t want to look for it in your jotters.

http://www.bbc.co.uk/scotland/learning/bitesize/standard/geography/weather_climate/air_masses_rev1.shtml

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Development Indicators

Most exam questions on the higher paper that ask about development statistics are looking for students to

·        Identify economic and social indicators

·        Discuss how(valid) useful they are for measuring a countries development

The map, from world mapper,  http://www.worldmapper.org/, shows adult literacy world wide - can you describe what it shows  

Economic Indicators include

·        GDP/GNP per capita – Gross Domestic/National Product – This is the measure     of the country’s wealth per person – it represent an average

·        Percentage of GNP that comes from primary products

Social Indicators include

·        Access to Clean Water and Sanitation

·        Adult Literacy rate

·        Infant Mortality Rate

Composite Indicators

HDI – Human Development Index – combines both social and economic measures – includes life expectancy, literacy rates and GDP per capita

Task

For each of the indicators listed above explain how it shows the development of a country...some clues

Governments must pay for infrastructure – electricity, schools, and hospitals

Secondary industries require investment

So how are development indicators like a pancake, or why HDI is best

A pancake on its own is pretty tasteless, however when you add other ingredients – lemon and sugar it becomes a gourmet treat. Using one development indicator on its own to measure a countries development will often give you a false sense of development  - three  or more is best.

Task

Explain why in your own words HDI is better than using a single development statistic such as GNP per capita

What else?

You might be asked to comment on the link between two different statistics, below is graph from gapmider - Task describe and explain the link..remembe to mention any anomalies 

You can read the powerpoint for more info..

development_indicators_part_1_use_this_one!!.ppt Download this file

And finally if you still need help, you coukld always watch  

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Population Pyramids

In my classroom cupboard I have a large container of jelly babies, used for those times when we need to work out what is population density or to make population pyramids. As a revision technique I will raid my daughters extensive supply of Lego and we will do speed pyramids.

For both Standard Grade and Higher Geography you will need to be able to

• ·         Describe a pyramid
• ·         Compare two pyramids
• ·         Recognise if it is a ELDC or EMDC
• ·         Explain changes over time (Credit and Higher)
• ·         Discuss the difficulties presented by a population pyramid showing an elderly or a youthful population (credit Higher)

Of course Higher answers need to be far more developed than Standard Grade answers, however you should all ensure that you

• ·         Quote figures
• ·         Compare male and female
• ·         Identify the size of the economic dependent population (under 18 over 65)

Try the task on the powerpoint 

Revision_for_Standard_Grade_populationpart4.pptx Download this file

Places to go and look at on the net

1.       Go here to look at different population pyramids, look at an EMDC and ELDC, compare pyramids today with those in the future...  http://populationpyramid.net/

2.       There is a good summary of the different types of pyramid here http://geographyfieldwork.com/PopulationStructure.htm

3.       An animated population pyramid for the UK here http://www.neighbourhood.statistics.gov.uk/HTMLDocs/dvc1/UKPyramid.html

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Index cards, mind maps and notes

·        Use to record key points - how a corrie is formed or how do I recognise a CBD

·        Incorporate pictures, colour, highlighting – we are talking geography here – it’s a Monday morning activity using colours

·        Draw a mind map – describe it to someone running your finger along each line as you do it – and underscoring each word – really it works

Learning posters and visual material

·        Use pattern, colour, symbols and drawings

·        Cover key points and topics

·        Draw Diagrams – without labels – stick them on the wall add labels everytime you look at it

·        Pin them up where you’ll see them often (above the TV?)

Key words and phrases

·        Write down all the key words and phrases for a topic –  associate them with memorable phrases

Who can tell me what a piddling stream is?

Summary tables or grids

·        Compare information, Summarise information – add colour – try filling one in without looking and then fill the bits not known in a separate colour

Teach someone - this really works! I should know

·        Teach a topic  to your mum, dad, sister, brother dog or even the cows!

·        Fill in the gaps in your knowledge as you identify them

Reinforce your memory

You will not learn it the first time! Review Review Review

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Location Location Location

Practice is the only way to get better at exam questions, since we all need something to do rather than watching Big Fat Gypsy Weddings I am giving you a 15min exercise to do.. Remember if I would say Why at the end of your answer than  you have not answered it!

Using_Evidence_and_Being_Precise.pptx Download this file

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Migration is an issue that most of us have a view about, we might go the way of the Daily Mail - they (meaning migrants) are responsible for all the evils around us. Or you might have the view that the world is one big happy interconnected place and everyone should be allowed to go where they wish.

Your examiner does not want to hear either view, your examiner wants a balanced view based on evidence (either given or not) regarding a specific movement of people that you have studied.

• You should know the difference between forced and voluntary migration and be able to give reasons for both
• You should know case studies that show each type of movement.
• You should be able to refer to push and pull factors

Ecomomic Migrants from Poland, can you answer these questions?

• Why did they come to England?
• What economic sectors do they work in (jobs)?
• What are the benefits to the UK economy?
• What are the disadvantages both social and economic to the UK?
• What are the advantages to Poland of having so many young people from Poland working here?
• What are the disadvantages to Poland of having so many young people working here?

Words and phrases to focus on

STABLE/ LOW TURNOVER

WELL EDUCATED

MOTIVATED

LARGE LABOUR POOL

Make sure you can analyse how each of these contributes towards benefits to the UK economy and therefore businesses

There are many different views on Polish Migration to the UK from the positive http://www.telegraph.co.uk/news/worldnews/europe/poland/3248852/Polish-immigrants-leaving-Britain-What-the-Poles-did-for-us.html to the negative http://www.dailymail.co.uk/news/article-464759/Polish-immigrants-1bn-UK-economy.html

Your aim in answering questions is to be balanced, to simply explain using the available evidence and not to be political!

An excellent summary video - watch this and read your notes and then answer the question posed in the title of the Blog.

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This question will represent 50% of the marks on Paper 2. You need to..

·         Know the economic and social opportunities offered by the landscape

·         Know the conflicts that arise as a result of these activities (you must quote named examples)

·         Know the solutions to these conflicts and be able to discuss their effectiveness

·         The major landforms associated with the landscape and explain in detail how they are formed (you must quote examples from your case study area)

This is a map of the national parks, you must be aware of how the national parks relate to major settlement centres and road networks.

 There are a number of land uses for National Parks in Glaciated areas 

LAND_USES_IN_THE_LAKE_DISTRICT.ppt Download this file

You should have a handout that details all the conflicts, use the table below to summarise them for revision.

 Footpath Erosion

"By 1999, the whole of the National Park had been surveyed and 180 paths had been identifed as being in

need of repair. The huge scale of the problem highlighted the need for a long term management solution.

This led to the formation of the Upland Path Landscape Restoration Project (UPLRP) a 10 year project

(2002 to 2011) which sets out to repair the majority of landscape scars caused by the erosion of fells paths in

the Lake District." http://www.fixthefells.co.uk/path_erosion_factsheet.pdf

It would be a good idea to read and summarise (tables/cards/annotated diagrams) this Pdf from fix the fells, page 3 is great for named examples and also the benefits and problems of each solution.

path_erosion_factsheet.pdf Download this file

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In small schools you take on many roles. One of mine is RME, another is Modern Studies ( as well as responibilitty for foreign languages, history and Gaelic; although none of these, thankfully, I have to teach). RME for S3-S6 is an occasional conference on a Friday afternoon. They don't yet have the option for Modern Studies in S3-S6, although I am considering it, I have enough hours from teaching in S1 and S2.

With Scottish indendance all over the newspapers and the TV over the last few weeks and a conference coming up it seemed time to let rip on the subject. However with my rather English English accent perhaps a full debate without getting the students properly involved would not be best. Having decided that a full debate should involve guests and students and should take place after the exams I deicded on a different approach - English Independence from Scotland! 

I set the stage, the conference was on the morality of exams (thats what we told the kids) on the day of the conference notes went in registers saying the RME confrence was cancelled and that all students had to be in the hall for a special announcement at 2.15.

This was up on the screen..

RME_fake_news_page.pptx Download this file

The Head came in and read this statement

Statement_to_read_out.docx Download this file

and each student was was handed a letter -

As_you_will_now_be_aware_at_Midnight_tonight_England_will_succeed_from_its_previously_held_territories_of_Scotland_(2).doc Download this file

After telling them that a serious conference would be down to them at a later date we then did a whole group decision making exercise - the powerpoint and options are below. 

I love being a geography teacher, but I am beginning to enjoy the other non management aspects of my job - I have a long way to go delivering to whole school - each time there is a mistake of organisation - this time it was forgetting to get the students to move into groups before we started the decision making exercise but I'll get there.

Ticker_tape.ppt Download this file

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I love the BBC, I really do. This week I have watched programmes on surviving an ice age, freedom in South Africa, social problems in Urban Areas (well 5mins accidently of Eastenders) and my favourite Toughest Place to be - a fisherman in Sierra Leone. I was not so impressed with the Cornish Fisherman sent out to experience fishing in Sierra Leone as I was with the Refuge Operater from the week before but.. the story was a good one. The film is still available on the iplayer and I would recommend it if you have not seen. Further more tonights edition promises to cover the many problems associated with the living and working in the Andes ( one for those doing the OCR extreme environments), useful for me as I have adapted the OCR scheme of work for my first years.

I liked the story, and with some familes still fishing on Islay, have borrowed it to create a mystery. I am still working on the assessment - there are local questions around fish farms which the students here are very aware of and I might use that as a starting point for students creating their own mystery, or a short documentary (depending on how much energy I have in the week we do it!!)

There are some videos that you could use with your students. I will probably use them after the mystery, they repeat basic information at the beginning so you might want to explore skipping part of the second one. 

Deadly Catch from Environmental Justice Foundation on Vimeo.

ALL AT SEA-The Abuse of Human Rights on Illegal Fishing Vessels from Environmental Justice Foundation on Vimeo.

The powerpoint to go with the activity is here..

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