Places People Want Angus Willson Sue Bermingham

Discussion Pieces Altman & Low (eds) 1992 ‘Place Attachment’ Human Behaviour and Environment:Advances in Theory and Research, Vol 12. New York. Altman & Low suggest that ‘place attachment’ having a good understanding of your local environment is essential for psychological well-being. Hoodless P et al 2003 Teaching Humanities in Primary Schools, Learning Matters. ‘Children need to develop a sense of place. Where they come from is an important part of their identity. They need to understand what makes their place special.’ Palmer J 1994 Geography in the early years, Routledge. ‘Each child has a unique relationship with the world in which he or she is growing up: a relationship based on feelings, experiences and interactions with people, places, objects and events.’

‘Places people want?’ DVD about real places about the dynamism and difference of place learners have their own geographical experiences a holistic way of looking at places we can be active geographers

Every Child Matters, SEF, s3… To what extent do you enhance pupils' capacities to make positive contributions to the places where they live? To what extent do our efforts to promote sustainable development help us explore professions and careers with pupils?

Living Geography embraces young people’s geography is current and future oriented is local but set in wider (global) contexts understands natural and human processes raises questions of change, sustainability and development

Who and where?

What are skills for sustainable communities? Generic skills such as: Inclusive visioning Project management Leadership in sustainable communities Breakthrough thinking Making it happen Stakeholder management Analysis - evaluation Communication Conflict resolution

Inclusive visioning Innovative thinking and approaches to engaging and including the community. The ability to vision a future state for a community including all dimensions of the community. The ability to articulate a vision and get buy in from a wide variety of people. Imagining a future state and simultaneously the implications of getting there.

Donald Meinig (1979) made the important assertion that each individual will see the same landscape differently. This variation depends on their looking position or perspective. 'It will soon be apparent that even though we gather together and look in the same direction at the same instant, we will not - we cannot - see the same landscape... Thus we confront the central problem: any landscape is composed not only of what lies before our eyes but what lies within our heads'.

Ten types of perception Nature - the landscape in its pristine or underlying condition Habitat - reworked nature, fashioned into the home of humankind Artefact - landscape as bearing the mark of culture System - landscape as stage for biophysical cycles and social systems Problem - landscapes needing correction: remediation or investment Wealth - landscape as a resource or commodity Ideology - landscape as repository of aspiration, nationalist ideals History - landscape as the cumulative record of the culture Place - landscape as locality, sense of home and place Aesthetic - landscape as subject matter for artistic representation

Back-to-back feedback

Nice or nasty? Consider how this activity helps build geographical vocabulary for pupils to give a point of view. Look at a text book for Year 7 to see how it approaches 'where I live' or 'place'. How can you effectively translate the learning activities about somewhere else to your learners’ own place(s)?

The curriculum should provide opportunities for pupils to: a build on and expand their personal experiences of geography b explore real and relevant contemporary contexts c use a range of approaches to enquiries d use varied resources, including maps, visual media and geographical information systems e undertake fieldwork investigations in different locations outside the classroom, individually and as part of a team

The curriculum should provide opportunities for pupils to: f participate in informed responsible action in relation to geographical issues that affect them and those around them g examine geographical issues in the news h investigate important issues of relevance to the UK and globally using a range of skills, including ICT i make links between geography and other subjects, including citizenship and ICT, and areas of the curriculum including sustainability and global dimension.

Personal experiences of geography: This involves using pupils' practical and life experiences to extend and deepen their awareness and understanding of a range of geographical ideas, such as the significance of location, the nature of environments and sustainable development.

How do you build upon geographies pupils bring to the classroom?

Place-making Place-check Which places work?

The landscape of risk How do we address the experience of pupils as non-drivers in relation to their role as agents of change?

Geographical significance How do we ensure pupils’ geographies are enhanced by their place-making skills?

Angus Willson Sue Bermingham