Year 1 B.Ed. / M.Ed. PR1705CU- Wider Curriculum in Practice Geography – Semester Tutor : Louise Cahill

Module Aims Consider approaches to promote exploration, investigation and enquiry Make meaningful and relevant cross curricula links Know and understand a range of strategies for effective teaching and learning across the wider curriculum

Timetable for the day  Planning for great geography Introduction to Geographical Enquiry and Fieldwork with reference to Health and Safety (Including coffee break and time for lunch) Fieldwork in groups in and around the Campus and Winchester Town Centre. Each group is going to conduct a GEOGRAPHICAL ENQUIRY Preparing and presenting your geographical findings Coffee break Group presentations ( max 5 minutes each) Resources Update Evaluation of the day.

What do we know already about effective teaching and learning in geography? Was any of this good practice seen on your recent SE?

Curriculum 2014 Sets out only the core knowledge that students should acquire. Does not specify approaches to teaching, nor explain how to put the content into a teaching and learning sequence. A renewed emphasis on locational and place knowledge, human and physical processes and some technical procedures, such as using grid references. A renewed commitment to fieldwork and the use of maps, as well as written communication. Level Descriptors which made up the Attainment Target have been removed. Schools are free to devise their own curriculum and assessment system.

PLACE SPACE SCALE CORE GEOGRAPHY? What is this place called? What is it like? What kind of features does it have? (Human & physical) How and why is it changing? What do people do here? How do I feel about it? How does it compare to other places? How does my view of this place change when I zoom in or out? How and why are places connected at different scales? Where is this place? How does it connect to other places? How can it be mapped? What is unique about its location? G

What do Ofsted say? “ Schools should: focus strongly on developing pupils’ core knowledge in geography, particularly their sense of place...p.7 maximise opportunities for fieldwork to enhance learning and improve motivation” p.7 Ofsted (2011) Geography Learning to make a world of difference, Published: February 2011 Reference no:

Geography Core knowledge Facts, location, names, vocabulary, Sense of place Senses, emotions, values, opinions Core knowledge and Sense of Place Opposite ends of the same continuum?

Geography Core knowledge Sense of place Lacks empathy, awareness of other views and values, subtleties of change and influence. Pub Quiz Geography?

Geography Core knowledge Sense of place Little underpinning geographical knowledge. Lacks rigour. Is it even geography? Not Geography?

Geography Core knowledge Facts, location, names, vocabulary, Sense of place Senses, emotions, values, opinions Core knowledge and Sense of Place We need to ensure teaching and learning has both

Professor David Lambert on the possibilities for geography curriculum making

NAHT 2013 "The national curriculum should be the start not the end of a school's thinking on its curriculum. It is a necessary minimum, shared by all students in the country, not the limit on what we can aspire to.”

National Curriculum 2014 Purpose of Study ‘A high quality geography education should inspire in pupils a curiosity and fascination with the world for the rest of their lives’ (DFE,2013)

Geographical Enquiry

What is the enquiry approach ? “ Geographical enquiry is a process, similar to scientific investigation and historical research, which defines the way in which geography should be taught in the primary years.“ Pickford, T.(2002), ICT: An enquiry approach, Geographical Association, Sheffield p.8.

Enquiry question Collect information Interpret and analyse information Draw conclusions, offer explanations and propose actions Present findings and conclusions Evaluate the enquiry and identify further questions What does the Enquiry Process look like? Framed Enquiry A. Pickford(2006)

Enquiry Skills include : Investigating Selecting Recording Interpreting Drawing conclusions Synthesising Communicating Presenting Organising Evaluating observing analysing Questioning Generating Judging Selecting Planning Using prior knowledge Reflecting “Children are actively engaged in the creation of personal and shared meanings about the world rather than being passive recipients of knowledge that has been created or selected by the teacher” Fran Martin

AND SO BEGINS THE ENQUIRY! START WITH A STIMULUS… FORMULATE A QUESTION.

Stimulus needs to be: Sufficiently open- ended Have a high level of ambiguity Not present a single theme or moral Excite and engage the children’s imaginations

Generating questions with an enquiry dice

Role of the teacher “ The teacher’s role becomes that of guide, mentor, facilitator and point of reference rather than some-one who simply imparts geographical knowledge in a didactic manner” Pickford, T.(2002), ICT: An enquiry approach, Geographical Association, Sheffield

Geographical enquiry is driven by questions. These can be child led or teacher led. It can be a place based or an issue based enquiry. Place based Where is this place? What is it like? How did the place get like that? How is this place connected to other places? How is this place changing? What will this place be like in the future? How could this place be improved? Issue based What is the issue? Why is it an issue? Why is it important locally/nationally/globally? What groups/individuals are involved? What views do they hold? What views do you hold? What alternative solutions are there? How will a decision be made?

Issues suitable for an ‘issue based’ Geographical Enquiry Parking House building Traffic issues- calming/ crossings, for cyclists, pedestrians, motorists etc Quality of the environment - man-made or natural ( include pollution) Local shops Street furniture Facilities ( for tourists, residents etc) and amenities Fair trade Accessibility Effects of weather

Fieldwork- How do we find the answers to our questions? ‘Geography is best taught through the soles of your boots’ This can be in the school grounds, local park or out and about in the local neighbourhood ‘Geography wants to take children outside the school and into the streets and fields; it wants to take keyboard tappers out of their gloomy offices and into the rain and sunshine’ (Bonnett,2008:80).

Good geographical enquiry work could include: Pictures Sounds Children’s Feelings Local people’s feelings writing Data Photographs Noises via a Dictaphone Surveys e.g. carrier bag survey, traffic, land use Counting Measuring Maps Field sketches Questionnaire Modelling landscapes/places from play dough …

Can you see the unexpected in the everyday? How can you record your responses geographically?

Messy maps! Messy Maps are a useful technique to record responses back in class. Pupils use their given map of the route to draw their own version of the route and add their data. yourplaceourplace/mywalksandmessymaps/#top

Emotions? Textures? Sketches? Digital recordings? People’s actions? Environmental quality? Sounds through symbols? Journey strings? Numbers of… people… animals…? Video links? Photos? (Urban Earth?)

Urban Earth- take a photograph every eight steps

How will you record your impressions along the way? Sketches, drawings, rubbings? Digital images, audio or video? Words? Symbols? Artefacts?

Some outcomes Mapping Sounds and Signs “We used different colour post -its to map human and natural sounds – as you can see we found very little of the latter!”

Activity Mapping – what are people doing here? We didn’t want to follow the suggested route but went instead to St Pancras Station and mapped everyday activities using a floor plan provided to give us some idea of outlines and direction.

Food for thought – going global in your local! We were amazed by the range and diversity of the eating outlets on offer and the links to the global dimension. Our journey string was used to collect food related items along the way.

We called our map ‘Looking up’ and taking this viewpoint we found lots of exciting views and noticed things we wouldn’t have normally paid attention to. Looking Up!

Children getting stuck into Messy Mapping... And key – making.. Photos Nell Seal Pupils from Hillside Avenue Primary School doing fieldwork at Wells – next - Sea

Essence of place ! Create a mood board for a place What is a mood board? A mood board is a collage of materials (images, text, colours, textures, website screen shots, etc) which captures the ambience or feel of a place and is widely used in interior design and advertising. oodboards.htm

Why make a mood board for a place? Encourage children to explore feelings about a place Develop emotive vocabulary when describing places Visual representation of children’s response to place Used as a journal or diary to record events/thoughts/ feelings about a place Collect ideas about a place to stimulate an enquiry

Ideas for creating your place mood board? Paint samples of colours that match the environment Rubbings and /or small swatches of fabric to represent the textures found Objects / artefacts collected from the place Photographs Sketches from observations Words / Ideas Shapes Sound maps

Recording responses – Mood Boards

SCRAP BOOKS…What could you include on a scrap book page? Pictures Photographs Colour palette/wheel Symbols Maps Rubbings/ textures Words to reflect feelings/ sensory experiences

Exploring children’s personal geographies using scrap booking

“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.” Child’s commentary

Dioramas to promote geographical vocabulary

EXPLORING SAFELY! Safety depends on us acting responsibly, towards ourselves and others, recognising and complying with good practice. These questions will help you achieve a safe, yet challenging, fieldwork experience. ( Geographical Association, 2001)

The importance of risk assessment and management for fieldwork... in order to understand the intricacy of... [geography], it is important that pupils learn about the world they live in and on which they depend. It is important that the citizens of tomorrow understand the management of risk, appreciate diversity, are aware of environmental issues, promote sustainability and respect human rights and social inclusion. If the aspiration of schools is to create pupils who are active and well rounded citizens, there is no more relevant subject than geography.' - Bell (2005)

Risk benefit

Journey around Winchester What flicks our switches? What tickles us? What makes us look? What makes us listen? What makes us touch? What disgusts us? What makes us sigh? What frustrates or irritates? What intrigues us? What makes us ask 'how' or ‘why'? What makes us smile? What makes us feel warm inside? What makes us slow down? What makes us forget where we're going, or where we came from? What makes us take the long way round? What makes us make a beeline? What stops us in our tracks? What makes us LOOK again? What makes us think? What do we LOVE? What do we HATE?

Reminders… You need to be back at HJB 17 NO LATER than 1pm. By that time, you should have collected data from your enquiry and have talked about how you are going to present it. Remember to keep safe and be polite at all times- you are PROFESSIONALS !

Looking ahead- geography in the future!

How will you sustain your interest in Geography during the rest of your course and when you start your teaching career?

What sort of geography teacher will you be ? …

What will the geography that you teach look like ?

Geographical Association Annual Conference Thursday 9-Saturday 11 April University of Manchester Free to students!