Emma.Morley@winchester.ac.uk Semester 1 2011 PR1914 THE FOUNDATION CURRICULUM Learning Through Practice GEOGRAPHY Session 3 – Planning and Mapping (Even more Magical Geography!) Emma.Morley@winchester.ac.uk Semester 1 2011

Aims of the session: To share examples of literacy books with a geographical theme To understand how we plan high quality geographical experiences Develop knowledge and understanding of graphicacy and how to develop children’s mapping competencies To facilitate opportunities to take part in magical geography ( outdoors)

Remember your lessons need exciting starters … The first few minutes of a lesson are crucial - they set the tone for what is to come !

Independent Study Review Discuss with a partner the fiction book you chose for your directed task and how you think you might use it when teaching geography to young children.

Independent Study Review What did you think about the article you read by Stephen Scoffham and Cathy Potter – ‘Please Miss, why are they so poor?’ Some other pieces to read in order to prompt your thinking (posted on the LN): How far is far? Liz Taylor (Primary Geography, Autumn, 2005) Thinking geographically- Peter Jackson, Geography , 2006, Vol 91 (3) pp 199-204

PLANNING for GOOD GEOGRAPHY!

If you stepped into a primary school that was delivering high quality Geography – what would you expect to see?

Quality Geography… Active ‘hands on’ lessons- including fieldwork Children showing interest and enjoyment Having an awareness of the world around them and how human activity affects those places Evidence of development/progression of skills e.g. mapping skills Photos of fieldwork/ visits Children being able to talk about, compare and ask questions about place

A Transformation versus a transmission model of the curriculum Transmission model - a teacher’s task is to identify the important knowledge, skills and understandings about society that students need to learn, and to find ways of transmitting such understandings to them. Transformation - the task of the teacher would be to provide learning experiences, evidence, materials, which help the students reconstruct or interpret (transform) them in the light of their own experience, judgements and discussion. Campbell, J & Little, V. (Eds.) (1989) Humanities in the Primary School. London; Falmer Press.

Principles of good practice- constructivism (link to Professional Studies Module) 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

The Planning Process- 1 Medium term planning – ( half a term) a plan for a unit of work which includes: A more detailed list of specific enquiry questions A sequence of teaching and learning activities Learning objectives ( Knowledge / understanding and skills) and assessment opportunities Resource needs and fieldwork arrangements The amount of time needed.

What aspects of the format inform good practice? Activity Look at the format of this medium term plan What aspects of the format do you like? What aspects of the format inform good practice? Is there any aspect you do not like?

Look at the schemes with a critical eye ! Planning advice Look at the schemes with a critical eye ! http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/schemes2/geography/?view=get Good advice on planning and good primary practice in Geography is available from: http://www.geography.org.uk/

The Planning Process-2 Short term planning ( e.g. lesson): A lesson plan should clarify: The lesson focus or question and the learning objective The way in which skills are integrated with place studies and thematic work Learning activities and if appropriate assessment opportunities How the children should be grouped , how resources are to be used and how other adults can be involved Additional strategies for teaching the most and least able children a Opportunities for feedback to pupils

Literacy, Numeracy and GRAPHICACY????

What is graphicacy? Children are increasingly making sense of their world through visual images which for young children provide more information than text The skill of interpreting pictorial forms of spatial information is known as graphicacy Baldwin and Coleman( 1965) described graphicacy as “the fourth ace in the pack” along with literacy, numeracy and oracy. Using visual resources either through first hand experience or fieldwork can help a child really see Geography

Why is graphicacy important? Maps provide geographical information to help appreciate… Where somewhere is How to get to somewhere and the different ways of getting there What an area is like How a placer is similar or different to another place Distributions and patterns on the land Sense of scale and size So we should not avoid them………….

National Curriculum Map work Requirements for KS 1 and 2 KS 1/2 Geographical skills: use plans and maps at a variety of scales use atlases and globes at a range of scales make plans and maps at various scales

Through Geographical Skills in KS1/2 PoS: children are introduced to maps children use and make maps children develop their map skills and competencies children use maps in various contexts Map work should be integrated with place and thematic studies: use maps in locality/place studies use maps in thematic studies use maps looking at topical matters Elements of map work should include: locating features, places and issues showing distributions and patterns appreciating size and scale identifying changes and development specifying the role of the map

Opportunities for Map work and the learning opportunities that these provide… Making maps of the table and room Making maps in the school grounds Making maps of a street and an area Using picture maps to find out about places Using aerial photos to find out about places Using Ordnance Survey maps to find out about places Using maps in locality packs to find out about places Using atlas maps to find information Using ‘all sorts of maps’ at a variety of scales Learning about maps and places through picture/story books Learning about symbols and the map key Learning about grids Learning to use a compass Learning about relative size and scale Learning about map purposes

Geographical and map studies should: The Purpose of Understanding and Using Maps Source: Catling, S. (2005) ‘Developing children’s understanding and use of maps’ in Lee, C. and Hung, C.C. (eds) Primary Social Studies: Exploring Pedagogy and Content. Singapore: Marshall Cavendish Education. Geographical and map studies should: provide practical activities which involve children finding information from maps and finding out about how the map works through focusing discretely on key map skills; cover the range of map scales from plans of individual objects to small scale atlas maps, use a variety of types of maps including plans of objects and areas, picture maps and conventional maps; encourage children to use maps effectively, both in the real environment and for study, with the purpose of enabling them to learn to obtain information about places readily from maps of many types; encourage the use of children's own experience of their environment and the use of additional resources to extend their awareness and understanding of their own environmental map skills and map reading capabilities.

Types of Maps and where to get them from…. Picture maps Architects and other plans Large and medium scale OS maps, including: 1:25,000 scale (Pathfinder) 1:50,000 scale (Land ranger) Street maps Road atlases Thematic maps, e.g. weather forecast maps Flat maps of the world and continents Atlases Globes

I love to go a wanderin’ My Walks http://nuweb. northumbria. ac What do we love? What do we hate? What tickles us? What makes us see? What makes us touch? What makes us listen? What irritates us? What disgusts us ? What makes us smile? What stops us in our tracks?

My walks! Owens

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. http://www.geography.org.uk/cpdevents/onlinecpd/myplaceyourplaceourplace/mywalksandmessymaps/#top AND don’t forget EDIBLE MAPS- see article by Stephen Scoffham and Peter Vujakovic on LN

Young Geographers project- St Peter’s Smithills Dean CE Primary School, Lancashire Title: What do we feel about the environment around our school? Age Group: Key Stage 2 / Year 5 Approach: A series of small group, teacher-led walks with a class followed by group write-up sessions; with parallel, linked Literacy and ICT units of work. The ultimate aims were to produce a 'journey stick' style map and a short video Concepts: Fieldwork, place and space, ESD Keywords: Local area, changing environments, opinions, change, the future and past, environment, community, feelings, improvements, good, bad, interesting things, Photostory, journey stick

Geodoodling! Geo-doodle prompts included: Photos from the local area GoogleWorld views World music Landscape art Webcam streaming Sound clips from the local area Newspaper articles relating to global issues Artefacts Scents Visits to the locality - observing / smelling / listening Reflecting on stories/picture books with a geographical theme. With thanks to Sharon Witt , Jo Sudbury and the children of Bishops Waltham Junior School

And now … for some ‘Magical Geography’ outside 1) In your group you are going to go outside and use the photographic clues to find different places in our local area. At each location you will find a letter ( which corresponds to your group colour). You need to record these letters ( one from each side of the card) because they make up : a) a geographical term and b) the name of a country When you have collected all your letters return to the classroom and solve your word puzzles!

Additional task you could set the children… Whilst out in the grounds, you need to hide one piece of ‘pirate treasure’. Make a careful note of where you bury it as when you return to the classroom, you are going to draw a map of where you buried your treasure

When you are setting this task for children…..you can ask them To choose the key features of the route and add them on to the map To try to add a key, scale , compass points and a title. To try to use a plan view To consider the difficulties that have arisen from this task To think about what map skills and knowledge have you used to undertake the task?

Independent Study Task 1.Visit the Learning network and look at the resources that have been put up for this course. Review the three geography sessions. 2. Make a note of 7 key characteristics of inspiring geography lessons and look out for these when you next go in to school and try out some of the activities yourself!

Remember ‘Magical Geography’ is not … Completing unnecessary worksheets! Colouring in! Watching television Cutting out and sticking on ! This has been described as “Joyless Geography” by Margaret Mackintosh

“Geography is the word that runs through the rock of learning” Kelly, A.(2006) Hidden Geography? Primary Geographer , Autumn 2008,p.8.