© Digital Worlds Embedding Geographical Information Systems into the Curriculum

© Digital Worlds Learning Outcomes Clear knowledge of GIS Confident understanding of the potential of GIS in the class room Be able to apply knowledge and understanding of GIS to a range of teaching and learning opportunities within your class room

© Digital Worlds What is GIS?  Computer database system capable of capturing, storing, analyzing, and displaying geographical data from a vast variety of sources.  Most associated with electronic or digital maps.  A GIS allows layers of spatially referenced information to be layered. Information is said to be spatially referenced when it has a location associated with it, for example census data or satellite images.

© Digital Worlds The overlapping layers of a GIS Composite Map Census Data Aerial Photography Elevation model

© Digital Worlds Why use a GIS?  A powerful geographical tool.  An core skill on the curriculum:- Rose Primary Review Revised QCA KS3 specification Revised GCSE specification Revised GCE specifications.

© Digital Worlds Getting started with GIS  GIS is accessible in the class room and at home.  Choice of freely available and commercial applications. Some commercial GIS, in addition to the purchase price and any network licence demand an annual subscription charge.  Careful and informed decision making necessary.

© Digital Worlds Choosing the right GIS Price Access Functionality

© Digital Worlds Decision Making Choice of GIS Access HomeSchool Price No costCommercial Functionality CustomiseAnalysis

© Digital Worlds Access to information  Spatially referenced (or geo-referenced) data.  Some data is freely available (e.g. census data) whilst high quality imagery (e.g. elevation models) can be expensive.  Digital maps, at a variety of scales, are now becoming far more accessible as a result of lowering of restrictions by Ordnance Survey.

© Digital Worlds Access to digital maps Purchase download Streamed Pre installed Contact Authority Liaison Officer

© Digital Worlds GIS within the curriculum  Three case studies from Key Stages 3 and 4 to illustrate the potential of GIS.  GIS software is Digital Worlds.  Tools and techniques are readily transferable to a majority of other GIS applications.  Three stand-alone examples, yet the processes involved are generic and applicable in a variety of contexts, including Primary years as well as Sixth Form.  Aim is to generate ideas and stimulate discussion.

© Digital Worlds Key Stage 4: GIS as a fieldwork tool  Urban investigation undertaken by Year 10 as part of their GCSE coursework. Structure:  1. Use of a GIS to help inform prior planning and organisation.  2. Collection of additional, appropriate electronic data on the day of the fieldwork.  3. Use of a GIS as a sophisticated presentational and analytical tool.

© Digital Worlds 1. GIS to inform prior planning and organisation  Identify clearly defined geographical areas – allowing ‘physical’ boundaries to be set on the day of the fieldwork, thus promoting a safer working environment.  Introduce each area and allow familiarisation, everyone is aware of ‘what to expect’, and consequently, may prepare accordingly.  Present secondary (census and crime) data – thus avoiding intrusive questionnaires.  Support personalised learning.

© Digital Worlds 2. Student data collection  Students collect and record geographical (and by nature, georeferenced) data associated with a particular location. Examples include: land-use survey detailed observations environmental survey parked car registration service/amenity provision field sketches digital photographs.

© Digital Worlds 3. GIS as a presentational and analytical tool: georeferenced data  Pupil access to georeferenced data saved as a project file:- digital electronic OS map files 2001 census data historical maps satellite photography digital fieldwork photographs.

© Digital Worlds  Prior preparation – project file.  Annotation layer 1 – compass, scale, urban land-use.  Annotation layer 2 – sampling points and environmental observations. 3. GIS as a presentational and analytical tool: location mapping

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3. GIS as a presentational and analytical tool: digital photography  Aerial photography.  Oblique digital photography.  Fade and swipe tools – allow connection between the two dimensional map and the environment.  Hyperlinks – facilitate interaction with the underlying map.

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3. GIS as a presentational and analytical tool: historical data  Extension work for more able pupils.  Overlaying of historical map data over base map.  Temporal dimension.  Social and environmental contrasts.

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3. GIS as a presentational and analytical tool: census data  Invaluable, accessible and reliable secondary resource.  Providing the ‘data’ a geographical meaning.  Selective mapping using different ‘layers’ - mapped data is overlaid on top of previously saved layers, including satellite imagery and the OS map, delivering striking geographical patterns for later analysis are identified.

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Key Stage 3: Year 7 - Introducing GIS as a geographic skill  Introduction to the use of GIS.  Use of free maps for 11 year olds. Structure: 1. Review of basic skills. 2. Site and situation. 3. Journey to school.

© Digital Worlds 1. Review of basic skills  Grid references  Scale Straight line distance. Indirect distance. Area.

© Digital Worlds 2. Site and situation  Elevation models.  Map symbols.  Comparison to cross-sections.  Three dimensional mapping allow association of human landscape with physical landscape.  Facilitates student analysis of patterns.

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3. Journey to school  Assesses understanding and application of scale and correct interpretation of map data.  Delimitation of spheres of influence.

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Key Stage 3: Year 8 – Fieldwork preparation  To maximise fieldwork opportunities. Structure: 1. Route planning. 2. Analysis.

© Digital Worlds 1. Route Planning  Fieldwork timing.  Sharing of itinerary.  Route maps on paper.  ‘Hidden’ hyperlinks to familiarise with the environment.

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2. Later analysis  Digital photographs hyperlinked.  Fieldwork sketching.  Wider environment.  Route maps on paper.  ‘Hidden’ hyperlinks to familiarise with the environment.

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Where to next?  Evaluative framework.  Curriculum map.  Time frame.  Further Reading.