Our place: a sense of local place. Sharon Witt February 2012. Aims. To know and understanding local place study requirements; To consider issues relating to teaching and learning within local place studies; To know Geography’s role within the wider curriculum;
He who has kept to the highway in his pilgrimage through a country has not seen much of it; it is by detours and false paths that we learn to know a country, for they compel us to pay keen attention, to look about us on all sides, and to observe all landmarks in order to find our way … Whoever has always kept to the highway of prescribed school experiences and of acknowledged truth, without the courage to turn aside and wander, has not seen very much in the land of truth. And long wandering means long remaining young
(Paulsen & Perry, 1895,208).
“We believe that geography has a distinctive role to play in the school curriculum. However, its potential and promise can be compromised if it is seen only as a body of subject 'knowledge-to-be-delivered'. Instead, we see geography as a resource that can enable students to better understand the world and their place in it. This is a kind of deep understanding that has an enquiry led approach to learning at its heart. In this view, geography teachers perform a delicate balancing act, drawing upon the student's experiences, the subject resource and their own knowledge and skills”. http://www.geographyteachingtoday.org.uk/curriculum-making/introduction/
Catling, S. (2002) Placing Places, Sheffield: Geographical Association,p.
Sobel, D. ( 2005) Place based Education Connecting classrooms and communities , Great Barrington:MA ,The Orion Society
“The pupils in your classrooms will all have their own experiences to draw upon and it is important to elicit these for use as starting points”
Martin, F. ( 2006) Everyday Geography Primary Geographer Autumn 2006,p.7.
Places visited with
school or other groups
Places visited with family
This is Ben Cruachan and there is a lovely view of Ben Cruachan from my Gran’s house and she only lives a few miles away from the mountain .I like to watch the clouds move over the top of the mountain – it is very calming.
Scrapbooking happy spots
This provided an opportunity to view children’s unique way of seeing the world and to formally recognise children’s immediate sensory encounters with places.
This was ‘therapeutic’, and the idea that there was no ‘right or wrong’ outcome began to really appeal.
Giving children a free rein to express themselves often leads to surprising, impressive and ultimately very creative outcomes.
With thanks to Jo Sudbury
Creative Active Independent Fun
Captivating Thought Provoking
Relevant Varied Interesting EnjoyablePurposefulMeaningful Personal
Flexible Empowering Involving
Question Raising Inspiring Equipping
Child-Led Collaborative Exploratory
With thanks to Jo Sudbury and
the children of Bishops Waltham Junior School
Geographical learning objectives
Zoom – Istvan Banyai http://www.youtube.com/watch?v=tyla9p-pteU
Geographical learning objectives
Acknowledge children’s prior experiences :
Place your local place photographs on the wall !
What places would impress…?
The class can decide the categories …
Idea from workshop run by Solent Architecture and Design Centre
“Local focus has the power to engage students academically, pairing real- world
relationships with intellectual rigor( sic) , while promoting genuine citizenship and
preparing people to respect and live well in any community they choose “
Rural School and Community Trust 2005 in Smith and Sobel (2010) p. 23.
Making homes to attract elves to the woods ! academically, pairing real- world
Place makingPrinciples of good practice – experiential
“Through making their own places children start to carve out a place for themselves in the world“.
(Sobel, 2002,p. 47)
A constructivist view of learning recognises that students must be actively engaged in making sense of the world for themselves, they need to be able to connect new knowledge to what they already know and construct their own meanings.
Roberts, (2003) Learning from enquiry ,
Sheffield: Geographical Association ,pp 27-33