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46
General Discussion / Re: cloudlovinggeographer resources website
« on: April 28, 2014, 07:28:17 PM »
A really nicely designed site, thanks for sharing.

47
General Discussion / Re: Mr Poo
« on: April 27, 2014, 09:14:22 PM »
Dare I ask.... what's the link?  I dread what I'd find if I googled 'Mr Poo'!  Have you seen the SuperToilet cartoon?  We watch it with Year 9 (in a girls' school) and they love it.  They then write their own additional verse(s) to help promote the use fo clean water and sanitation in schools. 

https://www.youtube.com/watch?v=TG1TqQtk40E

48
General Discussion / Re: Locational game
« on: April 27, 2014, 07:29:51 PM »
Addictive! Very addictive!

49
General Discussion / Re: GA Conference
« on: April 11, 2014, 05:43:28 PM »
Thanks Bob for mentioning our top tips for attending your first conference, they are available as a PDF here: http://www.geography.org.uk/download/GA_Conf14TopIdeas.pdf

50
General Discussion / Re: AQA Geography Alevel
« on: March 24, 2014, 07:06:17 PM »
There was a June 2009 paper for both GEOG1 and GEOG2.  As well as a January 2009 for GEOG2.  Drop me an email Rob, I have them!

51
General Discussion / Re: Haiti Killer Quake
« on: March 07, 2014, 06:40:01 PM »
Thanks Phil, you're a lifesaver!

52
General Discussion / Re: Wind turbines?? A Decision making exercise???
« on: March 05, 2014, 10:18:48 PM »
I think NPower had something like this in their climate cops pack.  Order here: http://education.npower.com/web/npower_Climate_Cops/11_to_14_year_olds/index.htm

53
General Discussion / Haiti Killer Quake
« on: March 05, 2014, 04:19:45 PM »
Help!! This has vanished from 4OD, does anyone have this on DVD?  I've scoured the internet and haven't yet managed to find the whole thing!  I can purchase a US DVD of the documentary from Discovery, but its Region 1 - can I convert this or play it somehow?  HELP!  Happy to pay costs.

54
General Discussion / Re: AQA A Controlled assessment question- Coasts
« on: February 23, 2014, 07:32:48 PM »
I really like this one, it suits us as we use Sheringham and this is almost a perfect title for us!  We'll probably 'contextualise' it by using a question like; How effective is coastal management along the Sheringham coastline?

We'll probably do:
Wave counts - constructive or destructive - influences type of management needed
Groyne profiles - depth to sediment either side of a groyne
LSD direction - using a float
Field sketches
Annotated photos

Could do:
Beach Profiles
Sediment sizes
Newspaper trawl for articles
Coastal Management Index (like an EQI but inclusing longevity, cost, sustainability judgements etc.)
Questionnaires to locals/business owners
Annotated SMP maps

We tend to get the kids to choose one of the 'could do' list as their 'own' method, we give them an outline of how to do them and they choose exactly how and where and why they are doing it.  They write their own questions, select sites and samplig strategies etc.

55
General Discussion / Re: UMS conversion help!
« on: January 29, 2014, 06:59:06 PM »
We do AQA, but I just use an Excel sheet, raw marks from 0 to whatever the very top is, second column, peg the UMS marks to the raw marks and then make up the corresponding marks.  Its approcimate, but so are mock exams and it gives a rough idea which is the best you can really manage. 

AQA do have a greade boundaries calculator which gives a table with raw and UMS marks for all papers - quite handy!

56
General Discussion / Re: CMI?
« on: January 23, 2014, 09:42:18 PM »
No idea, but I think its the name given to the online marking programme examiners use.

57
General Discussion / Re: Concept map
« on: January 07, 2014, 06:57:18 PM »
Isn't a concept map where you have a number of key concepts and students place them around a page in an order that makes sense to them.  They then draw lines which link concepts, writing the link along the line.  The more links they find, the busier the 'map' gets.  Starting with 6 concepts at each point of a hexagon works well.

As a side note, I've just planned this lesson as a balloon debate, where students are given all the imrovements on a sheet of paper (still to create this!) and each group represents just one improvement.  Each round a different student from each group speaks.  I structure the rounds so round 1: My improvement scheme is the best because..., round 2: ‘x’ scheme’s biggest problem is... So you should vote them out. Round 3: My scheme is better than ‘x’ scheme because..., Round 4: Of the scheme’s left in the balloon I am the most effective because...

Finish by gettingt them to use their new knowledge to answer an exam question: Use an example to describe how problems of squatter settlements in the poor world can be reduced. [6 marks]
(planned for AQA A GCSE)

Our girls really enjoy having an opinion, and knowing that different girls have to speak each round makes a difference.  They make a note of their teams arguments each round so always have something to do.  I choose who speaks each round so they all have to be ready!  Losers become a judging panel - and still make notes for their solution the same as those still in the balloon.  Haven't taught it yet but I'm looking forward to it.

58
General Discussion / Re: Waterproof iPad cover for fieldwork
« on: January 06, 2014, 09:10:13 PM »
We have the griffin ones, same as they Field Studies Council had when we last visited.

59
General Discussion / Re: Christmas Quiz 2013
« on: December 15, 2013, 02:22:49 PM »
A music round would be great, thanks Stacy.

60
General Discussion / Re: AQA B Grouply
« on: November 20, 2013, 06:52:16 PM »
Sorry Nik, nope! Try the other Nings as urban appears on most specs. This was a unit we never taughty so I can't help I'm afraid.

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