History and Geography

History and Geography (6, 7 and 8)

Subject-based Training
Take away of the session
• KWL analysis
• Introduction
• Introduction to the SNC aligned books (World Watch series;
Second Edition)
• Syllabus vs SOW
• Creative integration of teaching methodologies
• Integration of teaching methodologies and classroom teaching
• Progression Matrix
• Plan how to plan
• Spirit of evaluation.
• Assessments
Introduction

• Welcome to this subject-based training on history and geography. In

today's session, we will explore the importance of these subjects and
how they can be effectively taught in the classroom.
• History and geography are essential subjects that help students
understand the world around them. They provide a framework for
understanding the past, present, and future, and help students
develop critical thinking skills.
KWL

Know Want-to-know Learned

Write what you know about Anything about the areas you What are your take-aways
anything of the syllabus (SOW), have reflected in the prior (reflected at the end of the
assessments, methodologies column session)
etc.
KWL
Know
• Teachers / delegates who
attend the workshop are
experienced and seasoned
teachers.
• They are well aware of the
syllabus and curriculum.
• They are well versed and up-
to-date with the modern
teaching methodologies and
pedagogies.
Want-to-know Learned
• To which extent is their • What are my take-aways?
understanding and (reflected at the end of the
perspectives about the session in a nutshell)
Scheme of Work.
• How effectively they execute
their plans in their lessons?
• How do they evaluate and
reflect upon their plan?
• How do they plan for their
learners?
SNC Alignment and Integration of
the textbooks

World Watch Series,

Second Edition
History Books
Geography Books
The Single National Curriculum Domains of History and
Geography
History Geography
Domain A: Knowledge and Understanding Domain A: Physical Geography
of Events, and People of the Past.

Domain B: Cause and Effect of Events, and Domain B: Human Geography

Changes, of the Past.
Domain C: Difference, Links, and
Comparisons, within, and across, the Study
Periods. Domain C: Environmental Geography

Domain D: Historical Enquiry and

Interpretation.
World Watch History series’ integration with SNC
Single National Curriculum 2022 World Watch History, Second Edition
History
Domain A: Knowledge and Book 1 (Grade 6): 9000 BCE – 600 CE
Understanding of Events, and People of
the Past. Book 2 (Grade 7): 600 CE – 1800 CE
Domain B: Cause and Effect of Events,
and Changes, of the Past. Book 3 (Grade 8): 1803 CE – To date
Domain C: Difference, Links, and
Comparisons, within, and across, the
Study Periods.
Domain D: Historical Enquiry and
Interpretation.
World Watch Geography series’ integration
with SNC
Grade Textbook Single National Curriculum 2022 Geography

World Watch Domain A Domain B Domain C

Geography, Physical Human Geography Environmental
Second Edition Geography Geography

VI Book 1 • Structure of the • Climatic Regions of • Natural Disasters

Units Earth and Types of the World • Changing Earth and
Rocks • Forests of the Human Activities
• Mountains, World
Plateaus and
Valleys
• Climatic Regions of
the World
• Forests of the
World
World Watch Geography series’ integration
with SNC
Grade Textbook Single National Curriculum 2022 Geography

World Watch Domain A Domain B Domain C

Geography, Physical Human Geography Environmental
Second Edition Geography Geography

VII Book 2 Units • Plains and Rivers • Water Resources • Climate Change
• Water Resources and Management
and Management • Agriculture
• Settlements and
Land Use
• Minerals and
Power
World Watch Geography series’ integration with
SNC
Grade Textbook Single National Curriculum 2022 Geography

World Watch Domain A Domain B Domain C

Geography, Physical Human Geography Environmental
Second Edition Geography Geography

VIII Book 3 Units • Oceans and seas • Living with the • Environmental
Climate Pollution
• Industrialisation
and International
Trade
• Transport and its
importance
• Social and
Economic
Development
Curriculum, Syllabus and SOW

Curriculum

Syllabus

Scheme of work
Interconnection of Curriculum, Syllabus and
Scheme of Work
• The curriculum is the entire amount of content that will be taught in a certain subject over
Cur a certain period of time or levels.
ric • A curriculum is divided into syllabus.
ulu
m

• The syllabus is the extracted contents from the curriculum to be taught in a year for one
Syll subject at one level.
abu
s

Sch • Scheme of work is derived from the syllabus.

eme • It is a plan or schedule that outlines what teacher will teach each week of the term of the
of school year.
Wor
k
Curriculum Rationale; van dan Akker, 2003
Aims and Objectives
• Van den Akker
(2003) captures Assessments Contents
the broad and all-
encompassing
nature of a
curriculum when Location Learning Activities
he pictures it as a
Rationale
spider web. All its
components are
connected and
thus an imbalance Time Material and Resources
will deform or
even destroy it.
Grouping
Teachers’ Role
How Curriculum supports Syllabus development

Standard
competence
of the
subject
Learning
activities
Evaluation
and time
allocation
Components
of Syllabus
Learning Main
outcome material
and its and
indicators resources

Standard
competence
Reflection of Syllabus through Scheme of Work
(SOW)
Assessment
for Learning
(AFL)
Skills
Focused Activity

Components

Words to
Strategies Remember/
Class and Terminology
Home Works
Reflection of SOW through Subject Skills
Critical
Thinking /
problem
Leadership / solving
Presentation Creativity
and Decision
making

Flexibility
SKILLS Collaboration

Technology Investigative
literacy skills
Information
Literacy
Developmental Activity

• Develop the logical inter-relationships between these

components.
Approaches to teaching pedagogies

• Teacher-centered or student generated,

• Inquiry based or teacher directed,
• Completed individually, in pairs, groups, or as a whole
class, and involve digital resources to varying degrees.
• Meta-cognition; thinking about the thinking (watch the
video)
Meta-cognition
Teaching Strategies
Teacher Centered of student
Puzzles

Inquiry based or teacher

Open – ended
questions

Individual class
Pair work /
generated

reading
Heterogenous /

directed
Personal Homogenous grouping.
experiences

Flipped
classroom Pair class reading

Storytelling
Jigsaw puzzle
Creative integration of teaching methodologies
with lesson planning

• Identify and connect.

• Keep in view factors while planning.

• AFLs

• Evaluate and reflect.

Progression Matrix

Purposes of understanding the progression matrix are:

• Logical progression of contents and skills
• Meandering of the syllabus towards the CAIE
 Focused Skills Progression Matrix
VI VII VIII
Focused Skills Focused Skills Focused Skills

• Chronological • Chronological Thinking • Chronological Thinking

Thinking • Historical • Historical
• Historical Comprehension Comprehension
Comprehension • Historical Analysis and • Historical Research
• Historical Analysis Interpretation Skills
and Interpretation • Historical Research • Historical Analysis and
History

• Historical Research Skills Interpretation

Skills • Historical Issues:
Analysis and Decision-
Making / Evaluation
 Focused Skills Progression Matrix
VI VII VIII
Focused Skills Focused Skills Focused Skills

• Ability to read maps. • Ability to read and analyze • Ability to read and analyze
• Understand and variety of maps. variety of maps with
appreciate the value of • Understand and appreciate description.
different local and the value of different local • Understanding of the
international cultures. and international cultures and interrelationship between
• Understanding of perspectives. physical and human
Geography

physical features. • Understanding of the environments.

• Understanding of Human interrelationship between
features. physical and human
environments.
• Understanding impacts of the
social, economic and
environment issues.
• Geographical Issues: Analysis
and Decision-Making /
Evaluation
Plan your work and work on your Plan
• Integrate the SOW and skills specified ACTIVITY:
and develop a Lesson Plan for one Develop a Lesson Plan in 15
lesson on the following outlines. minutes. Wherever required mention
• Topic the transitionary time for the
• Objectives activities to be conducted within the
• Skills focused on lesson time-frame
• Resources Mention a DIFFERENTIATED task for
the struggling learners.
• Methodology
• PLENARY
• Assessment for learning
• CW / HW (optional)
• Lesson Evaluation
Plenary
• Plenaries are used by teachers to review the lesson objectives and consolidate learning. This
can be midway through, or at the end of a lesson.
• What is a Plenary?
• Plenaries are used by teachers to review the effectivity of lesson objectives and consolidate
learning. This can either be during a lesson, or at the end of a lesson.
• During a plenary, students and teachers can reflect on the learning that has taken place, as
well as ask questions, discuss next steps and celebrate good work and positive learning
outcomes.
• The objective of a plenary is to inform future practice - to discover what worked well, and
what gaps in learning may still exist, that need to be revisited.

• Entry and Exit Tickets https://youtu.be/SoZh8Y7AFb8

• Know, Want to know, Learned (KWL) https://youtu.be/HbvZ_fqbpP8
Exit Ticket
KWL
Planning cycle; a teacher’s professional habit

Plan

Evaluate
and Execute
reflect

Assess Monitor
Bloom’s Taxonomy

Why?
How?

Why not?
What is Blooms Taxonomy?

• How does it work in classroom teaching?

https://youtu.be/ayefSTAnCR8

• Pose, Pause, Pouce and Bounce; can it be used for Blooms

Taxonomy and classroom questioning
https://youtu.be/Xw9KUvn-Cps
Blooms Taxonomy
Pose, pause, pounce and bounce
Bloom’s Taxonomy
 Bloom’s Taxonomy; sample questions

Level Remembering Understanding Applying

• What is / was… • Explain the… • Solve the….
• Who is / was… • Interpret the… using
nstructional / command

• Name the… • Outline… information…

• List…. • Discuss… • Use… to explain
• Label the…. • Translate… • Predict…
• Locate the… • Restate…. • Construct…
• Match the… • Describe… • Perform…
words

• Select the…. • Identify…. • Demonstrate…

• Underline the…. • Which… • Classify…
• Summarize… • Apply…
 Bloom’s Taxonomy; sample questions

Level Analysing Evaluating Creating

• What is / was the... • Evaluate the… • Create the…
• Analyse… • Find the… • Invent the…
structional / command

• Identify… • Select the… • Compose…

• Examine... • Decide the… • Propose /
• Investigate… • Justify… suggest…
• Debate… • Plan…
• Judge the… • Design…
words

• Formulate…
• Develop…
Multiple Intelligence; source to effective planning

Visual-
Aesthetic
Bodily-
Naturalistic Kinesthetic

Logical- Gardner's 8
Mathematical Musical
Intelligences

Linguistic Intrapersonal

Interpersonal
History classroom activities
A story well-
Comprehen told by the Museum
-sion and teacher display
source
(actual or
analysis
digital)
activities

Oral history Model-

interviews making

Activities
Role plays
Construction
and of timelines
debates

Problem-
solving Site studies
exercise Simulated
excavations
Geography classroom activities

Geography

Physical Inter-relationships Human

Geography classroom activities

Comprehen- Investigating
sion and
source Identifying
analysis
activities
Data
collection Model-
and making
compilation
Activities

Maps
Role plays Interpretation
and debates

Problem- 20
solving Questions
exercise
APSIS Assessment policy (Grades 6, 7 and 8)
Subjects Blooms’ Taxonomy Levels and Assessments
Remembering Understanding Analysis Evaluation Application Creating
MCQs, mapwork, picture / graph
interpretation, True / False and
correction of false statements source-based questions

Geography
short and detailed questions
opinion based questions

MCQs, True/ False and

correction of false statements,
guessing the personality through source based questions
clues, timelines
History
short and detailed questions

opinion based questions

Practice Makes Perfect (PMP)

• Analyse the given samples of Check points of History and Geography

with evaluation of the following areas:
• Questions level (Bloom’s Taxonomy)
• Age appropriate
• Ratio of book and non-book questions.
• Develop at least ONE open ended question about the topic of the CP
you have reviewed.
References

• Armstrong, Patricia. “Blooms Taxonomy.” Vanderbilt University, 25 Mar. 2020,

cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.
• Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-
288X (Online) Vol.6, No.9, 2015
• https://seniorsecondary.tki.org.nz/var/tki-sec/storage/images/media/images/nzc_teaching-
as-inquiry-diagram/13011-1-eng-NZ/NZC_Teaching-as-inquiry-diagram.png
• What is a Plenary? – Twinkl
• www.simplypsychology.org/multiple-intelligences.html
KWL; revisit and reflect
Know
• Teachers / delegates who
attend the workshop are
experienced and seasoned
teachers.
• They are well aware of the
syllabus and curriculum.
• They are well versed and up-
to-date with the modern
teaching methodologies and
pedagogies.
Want-to-know Learned
• To which extent is their • What are my take-aways
understanding and (reflected at the end of the
perspectives about the session in a nut-shell)
Scheme of Work.
• How effectively they execute
their plans in their lessons?
• How do they evaluate and
reflect upon their plan?
• How do they plan for the
struggling learners?
Thank you