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Learn to think geogra phically. Real world geography, real world learning.

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real world geography real world learning
Real world geography,real world learning
  • One of the challenges and a power of geography is that it is about the world, yet the real world is changing, as is our understanding of it, so our curriculum should not be a reproduction of what we were taught x years ago.

Arthur Kelly, PG Number 61,Autumn 2006, pp 8-9

slide3

“What’s in the News?” has been successfully introduced this year as a homework activity. Each week a different class of children take it in turns to prepare a presentation on an item of news.

slide4

What do I already know?

Think about the future

geographical imagination

Geographical Imagination

Visit to Kelham Island Museum

Investigating flooding - The River Don in 2007

DEVELOP

I learnt that we need more materials like peat and soil that absorb water and less materials like concrete.

geography can take you anywhere
Geography can take you anywhere

if you want it to – but where do you start?

slide7

CONNECTEDNESS

Place

Space

Scale

Geography’s big ideas

how am i connected to the world through food
How am I connected to the world through food?

PLACE – World

SCALE – Global

SPACE – Worldmap

CONNECTEDNESS

Bananas

From Windward Islands

Kiwi

Fruit

Italy

Kenyan Beans

Cocoa from Ghana

The World in a Supermarket Bag

www.quikmaps.com

planning learning

Place

Space

GEOGRAPHY

BIG IDEAS

Scale

STARTING POINTS

Interconnectedness

ENQUIRY & SKILLS

Planning learning …

1. Start with- my enthusiasms and the interests of the children

2. Decide on the geography

… this starting point provides a shared experience to build on and a basis for common understanding

3. Make the learning of geography accessible to children?

Drama, role-play, enactment

Fieldwork

Making comparisons

Using pictures/ photographs/maps

Asking questions

slide10

Use a mix of given and children’s own questions as a starting point - some prompts may be:

As a class, choose the most relevant questions to investigate.

How will we analyse and present information?

Starting Point and Focus

An Enquiry

Framework

What have we found out? Do we all share the same point of view? How does this affect our lives? What does it mean to us?

What has this experience taught us? How do we know? Has it changed our thinking and if so, how?

What new questions do we have?

What do we do with this knowledge? Who can we share it with? And how?

For example:

living geography
Living Geography
  • Geography that is made to come alive for children
  • It builds on an understanding of children’s `everyday geographies’ and helps to enhance geographical imagination and thinking
  • Concerned with their lives, their futures, their world
  • Often starts with local but is set in the context of the global (community)
  • Concerned with how their world is changing and whether this will lead to a more sustainable future for ALL
living geography starts with me in my community
Living geography - starts with me in my community

Identity:

  • Who am I?
  • Where do I come from?
  • Who is my family?
  • What is my ‘story’?
  • Who are the people around me?
  • Where do they come from? What is their ‘story’?
living geography how our identity is shaped by the places that we live in and know well
Living Geography: how our identity is shaped by the places that we live in and know well

My place in the world:

  • Where do I live?
  • How does it look?
  • How do I feel about it?

http://www.quikmaps.com/full/47961

Y5 Methodist J & I, Wakefield

living geography how we might influence our futures
Living Geography: how we might influence our `futures’

My place in the world:

  • Where do I live?
  • How does it look?
  • How do I feel about it?
  • How is it changing?
  • How do I want it to change?

http://www.gowilder.org.uk/Oyster-Park/index.htm

Oyster Park Junior School, Castleford

geography me and the world
Geography, me and the world!
  • Identity: Who am I? Where do I come from? Who is my family? What is my ‘story’? Who are the people around me? Where do they come from? What is their ‘story’?
  • Place in the world: Where do I live? How does it look? How do I feel about it? How is it changing? How do I want it to change?
  • The Physical world: What is the world (and this place) made of? Why do things move? What becomes of things?
  • The Human world: Who decides on who gets what, and why? What is fair? How do we handle differences of opinion?

Use geographical questions to structure `enquiry’ learning

enquiry additional guidance
Enquiry– additional guidance
  • The enquiry approach: What, why and how?Martin, Fran (2006) PG Number 38, July 1999
  • The Primary Geography Handbook
  • http://www.geography.org.uk/shop/shop_detail.asp?ID=454&section=2
  • In particular: Chapter 6 – Understanding and developing primary geography, Section 2: Geographical Skills – focus on enquiry, mapwork skills, using images and fieldwork
  • Martin, F. (2006), Teaching Geography in Primary Schools, London: Chris Kington Publishing ISBN 1 8998 857 83 4
skills fieldwork
Skills - Fieldwork
  • The Primary Geography Handbook

http://www.geography.org.uk/shop/shop_detail.asp?ID=454&section=2

In particular: Chapter 10– Fieldwork, Paula Richardson

  • Local Fieldwork: `Our Island Home’, Paula Owens, http://www.qca.org.uk/geography/innovating/examples/PDF5r.pdf [On the innovating with Geography Website – Planning KS1 – Medium Term Planning)
  • Fieldwork & Visits programme for Tithe Barn 2007-8
skills mapwork
Skills - Mapwork
  • St Hugh’s map progression from Reception to Year 6, Sue Woods – GA VLE http://primary.geography.org.uk/ict/ictmapsmapmaking2008/sthughs/
  • The Primary Geography Handbook

http://www.geography.org.uk/shop/shop_detail.asp?ID=454&section=2

In particular: Chapter 8: Mapwork Skills, Colin Bridge

  • Fairy Stories and Bawburgh Village Study

http://www.geographyteachingtoday.org.uk/curriculum-making/teaching-ideas/fairy-stories-and-bawburgh-village-study/

skills using images
Skills – Using Images
  • A Journey Down the River Ouse, Sue Kelly http://www.geographyteachingtoday.org.uk/curriculum-making/teaching-ideas/a-journey-down-the-river-ouse/
  • Look behind you what might you see? The River Great Ouse’ – pupils work http://www.geographyteachingtoday.org.uk/images/misc/GA_CMKellyExample1.ppt
  • What do we feel about the environment around our school?– Y 5 pupils using Photostory3 http://www.geography.org.uk/projects/younggeographers/resources/stpeters/
  • Using images in geography, Wendy North:http://www.geographyteachingtoday.org.uk/ks1-3-courses/course/primary-geography-and-ict/