1. Geographical Detectives
Sharon Witt
January 2012

2. Aims
To consider how children learn in a geographical context, including the enquiry process;
To provide a range of teaching and learning strategies to promote good quality geographical experiences within the classroom;
To begin to explore appropriate resources, including ICT to support children’s learning in Geography’

3. 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.

4. Geographical Detection- includes:
Enquiry
Investigation
Problem-solving
decision making
analysing / synthesising
SENSORY EXPERIENCES

5. Enquiry Skills are: 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

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

7. The Enquiry Process Where is a litter bin needed in our locality?
Survey the local area looking for litter ‘hotspots’.
Enquiry question
Collect information
Evaluate the enquiry and identify further
questions
Consult others in the locality?
Interpret and analyse information
Make maps & charts
Draw conclusions, offer explanations and propose actions
Present findings and conclusions
Decide where a bin is most needed.
Letter to Environmental Services at local council.
A. Pickford(2006)

8. Issues suitable for geographical enquiry
Parking
House building
Traffic calming
Quality of the environment- man- made or natural
Local shops
Special local events e.g. ice rink at Christmas by the Cathedral.

9. Questions in the National Curriculum
What is the place like? (3a, 4)
Where is it in relation to other places? (3b,c)
Why is the place like it is? (3d, 4)
How is the place changing? (3e, 4)
How is it similar and different to other places? (3f)
How is the place linked to other places? (3g)
How can the environment in the place be improved sustainably? (5)

10. Young Geographers project
St Peter’s Smithills Dean CE Primary School, Lancashire How do we feel about the environment around our school ?
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

11. Mission Explore

12. I- SPY
Make your own I spy trail for the locality, school grounds ?

13. 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?

14. My walks!
Owens

15. 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.

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

17. Geography in schools – Changing Practice – OFSTED
This is a sensible approach to meet pupils’ needs and interests. However, weak medium- and short-term planning mean that the intentions of these units are not fully borne out in practice, in particular because they have not been adapted, as was intended, to meet local requirements or the resources available. Instead, there is a tendency to rely on commercially produced worksheets which occupy pupils rather than engage their interest, and to ‘cherry pick’ parts of a study while omitting significant material.”
“The geography curriculum in most primary schools draws strongly from the topics in the QCA’s schemes of work: ‘Barnaby Bear’ and ‘Weather and climate’ are the most popular units; India, Egypt and Mexico are the most frequently studied countries.

19. What do Geographers do?- Provide a context for the children’s work
Map- maker
Explorer
Route Finder
Traveller
Village / Town Planner
Adventurer
Detective
Conservationists
Rambler
Weather man/ woman
Photographer
Manager of floods
Climber of mountains
Puzzle Solver
Presenter
Investigator
Carer
News Reporter

20. Spies
Wendy North

21. Don’t Forget your Leech Socks
Students are challenged to assist the research team in the gathering of background material that will ultimately contribute towards a new reality TV survival show.
In order to accomplish this task, the students must embark on a quest of discovery through the Rainforest Biome, a quest that will educate the students in the art of rainforest survival.

22. Hooking the children’s interest
Drama
Puppets
Mysteries

23. Use technologies to spark their interest…
Mobile phone message
Video of a local issue
Geo- caching …

24. Use contexts that you know will have them hooked…
Adventures…
Quests…
In search of …
Journeys…
Voyages of discovery…
Treasure hunts…

25. Use ideas that will motivate and excite children

27. Animated films Over the Hedge

30. Good geographical detective work could include:
Surveys e.g. carrier bag survey, traffic, land use
Counting
Measuring
Maps
Field sketches
Questionnaire
Etc…
Pictures
Sounds
Children’s Feelings
Local people’s feelings
writing
Sketches
Data
Photographs
Noises via a Dictaphone

31. A sense of place Date: 1.2.12 Time: 2.00p.m
(Please note early start due to lack of day light !)
Finish: when students have completed the session ( around 4.30-
5.00p.m )

32. A sense of place project
Session Outline
A cross- curricular History, Geography, RE and Art project using first hand experience of the local environment designed to enhance student understanding and application.
Students will have the opportunity to explore and respond creatively to the Winchester locality using a variety of techniques.

33. A sense of place project
Session Objectives
To develop an understanding of the uniqueness of place at a variety of scales and a variety of times
To respond to the environment through sensory exploration
To promote an understanding of an emotional / creative response to place
To reflect critically on the value of a cross – curricular approach
To work collaboratively, exploring a range of techniques considering their practical application for the primary classroom

34. A sense of place project
You will need :
Appropriate clothing for all weathers!
( depending on the forecast )
Sketchbooks
Digital cameras
A sense of fun and adventure
Any other materials/ resources you feel are useful