1. A Study of a Country Far Away
R. Collins

2. Studies: Should
Be drawn from a rage of contexts – presenting opportunities for pupils to learn about a variety of environments within the local area, Scotland, Britain, Europe and the world – and which will include study of a developing area outside Europe
Maintain a focus on the geography of Scotland by including, where appropriate, comparative reference to the Scottish context in relation to geographical aspects elsewhere
Allow pupils to make use of globes, atlases and satellite images, in support of their geographical studies so that they develop a clear locational framework and progressively build up a sense of place
Ensure effective progression by building on prior learning

3. General Progression
In early years priority given to immediate experiences – i.e. local environment
Emphasis here is on the identification of main features and important relationships – exemplifying and applying them in contexts of their own experience
In later stages focus is on relating experiences within familiar environments to those of less familiar ones
An increasing range of area contexts and greater complexity of geographical themes will be appropriate

4. Teaching, Learning & Assessing
Making learning clear for the learner
Using a variety of approaches
Giving and receiving clear, regular feedback
Monitoring progress and attainment in learning

5. Making learning clear for the learner
Revisiting prior learning
Ask and summarise previous learning
Make clear links between ‘old’ and ‘new’ learning
Ensuring learning tasks are appropriate and clear
Share learning objectives
Give clear explanations of tasks
Make links between ‘classroom’ and ‘real world’
Explain the ‘big picture,

6. Using a variety of approaches
Using different approaches to match different purposes and outcomes
Inform, describe, explain, model, demonstrate, coach, listen, watch, question
Facilitate investigation, discussion, research
Encourage active learning and reflection
Clarify focus (process and/or product?)
Using flexible groupings
Direct interactive, whole-class, group and individual
Encourage collaborative and independent working

7. Using a variety of approaches
Using different approaches to match different purposes and outcomes
Inform, describe, explain, model, demonstrate, coach, listen, watch, question
Facilitate investigation, discussion, research
Encourage active learning and reflection
Clarify focus (process and/or product?)
Using flexible groupings
Direct interactive, whole-class, group and individual
Encourage collaborative and independent working

8. Giving and receiving regular feedback
Offering praise, encouragement and constructive comments
Make evaluation criteria clear
Offer praise
Informal ongoing feedback – focus on 1 or 2 points
Specific next steps
Valuing what pupils have to say about their learning
Encourage learners to support and share
Homework

9. Monitoring progress and attainment in learning
Interacting regularly with pupils
Check understanding with questions
Ask pupils to summarise learning
Provide support while children work
Involving pupils in monitoring their own progress
Identify clear targets
Help pupils identify that assessment is part of the learning process

10. The Wider World Uses and develops natural curiosity
Develops existing knowledge & understanding about places and cultures
Develops spatial awareness towards a global scale
Builds positive attitudes towards other peoples
Helps them to value diversity in places and cultures
Combats ignorance and bias

11. Choosing a Distant Locality
Physical and/or human features should contrast with local environment
Consider distinctive features
What potential is there to link skills with the locality
What secondary sources are available to develop and sustain the study?

12. Locality Studies Local area/ distant locality comparison
Character of distant place becomes clearer
Children become aware of similarities and differences between localities
Context of locality is developed
Locational framework is studied – where in the world is it?
Depth – knowledge & understanding, skills, attitudes

13. Considerations Settlements – potential within chosen locality
Choose a locality where data is readily available – e.g. weather, news
Take care about value judgements – using drama to explore ideas often leads to better understanding of human issues

14. How of Study: Geographical Questions
Where is it?
What is it like?
Why is it like this?
What is the landscape like?
What goods and services are available?
How do people travel?
What is it like to live there?
What is the weather like there?
How is it changing?

15. Designing a Study: Providing Information
Recent
Accurate
Relevant
Interesting #
Unbiased

16. Themes to Study Map location Landscape Weather
People and their way of life
Homes
Work
Services and access to these
Transport
Health
Recent and current changes
Religion
Food
Leisure

17. This slide set has been released as part of the OSIER project, which is promoting the use of resources to support the training of practitioners in Education for Sustainable Development and Global Citizenship within the curricula of all of the home nations of the United Kingdom. You can find out more about the project on the ‘About’ page of the project repository site.
OSIER is part of the second round of the UK OER (Open Educational Resources) programme, funded by HEFCE and administered by the Higher Education Academy (HEA) and the Joint Information Systems Committee (JISC).
The slide set was prepared by Robert Collins and copyright resides with the author. Any images or other materials are original unless stated otherwise. Copyright images may be excluded from the Creative Commons licence described below.
The resource is made freely available under Creative Commons licence BY-NC-SA which allows you to use this material for any purpose as long as you:
acknowledge the original author
do not use it for commercial purposes
publish any derived materials under the same licence conditions
You can find out more about this licence at:
September 2011
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