1. Geo- resources –February 2012 Sharon Witt

2. Aims
To know the National Curriculum map work requirements for Key Stages 1 and 2
To know and understand how to develop the children’s graphicacy skills
To evaluate resources for teaching places e.g. maps, photographs, etc
To develop a range of geographical teaching and learning strategies

3. 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

4. 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

5. Why use photographs?
Images play an important role in shaping our ideas about ourselves and other people
Good open- ended resource with lots of potential in the classroom
Important for children to question photographs and develop their visual literacy, enquiry and critical thinking skills
Can provide stimulating, challenging and creative learning opportunities and hep them gain knowledge and critical understanding of the wider world
Photos are highly influential in our lives – every single day we are exposed to hundreds of images , from the cereal packet to adverts , newspaper photos, shop window displays .Images like these play an important role in shaping our ideas about ourselves and other people

6. How do children respond to and “read” photos?
Do they see what adults see?
Children will “home in” on clues in the picture that seem familiar and use these to interpret the photograph (even if their understanding of the clue doesn’t fit the context of the rest of the picture)
Children may add details that aren’t there!
Children respond differently to photographs according to their age
Children will tend to ignore the unfamiliar.
Margaret Mackintosh
Research shows that when children look at photos they are probably not seeing what adults assume they see this means it is important to use activities that help children to look carefully and critically at different parts of photo as well as looking at the photo as a whole
eve
They may see things they associate with what they feel about the photo based on their existing knowledge and preconceptions
Young children find detail very important – they may not notice the middle ground of the picture and will look more in the foreground and background older children concentrate on the overall themes of the picture

7. How do children respond to and “read” photos?
Do they see what adults see?
Children will “home in” on clues in the picture that seem familiar and use these to interpret the photograph (even if their understanding of the clue doesn’t fit the context of the rest of the picture)
Children may add details that aren’t there!
Children respond differently to photographs according to their age
Children will tend to ignore the unfamiliar.
Margaret Mackintosh
Research shows that when children look at photos they are probably not seeing what adults assume they see this means it is important to use activities that help children to look carefully and critically at different parts of photo as well as looking at the photo as a whole
eve
They may see things they associate with what they feel about the photo based on their existing knowledge and preconceptions
Young children find detail very important – they may not notice the middle ground of the picture and will look more in the foreground and background older children concentrate on the overall themes of the picture

8. Alison Cook & Sue Parsons Feb 2009
Research says…
That understanding pictures is a skill that needs to be taught through planned, directed activities.
Young children do not see a picture as a whole, but as a series of unconnected, random details.
They notice foreground and large background objects but tend to ignore the middle ground.
(Mackintosh, 1998)
Alison Cook & Sue Parsons Feb 2009

9. General sequence of response
Big objects, things they know, recognise & can name
Size & colour
Foreground detail (not necessarily relevant to main essence of photo)
Main essence & associated objects – less interest in details
Grasp of the whole picture, generalisations
Alison Cook & Sue Parsons Feb 2009

10. How can we help pupils to see the image?
Develop appropriate vocabulary
Give a title to help generalisation
Focus on different areas of the image
Building, sky-scraper, tower block, island, bridge, quay, transport, aerial view…
Manhattan from the air
Look at the bottom of the picture…
Alison Cook & Sue Parsons Feb 2009

11. …and then read the picture?
Matching - how are these the same/different?
Appreciate size, scale and distance – why are the tulips so large?
Sort photos into sets – own or given classification
Sequence photos eg features from a local walk or the journey of a river
Make a field sketch from a photo, then label, annotate, colour different aspects
Handle increasingly complex & unfamiliar images
Alison Cook & Sue Parsons Feb 2009

12. What could the children do with this image?
Answer your (differentiated) questions
Label what they see, describe, begin to explain
Ask their own questions about it
Expand the picture width-ways
Add speech/thought bubbles
Use clues to make a sensible guess about location
Pretend to be there – make up a story/newspaper item/postcard home…
Alison Cook & Sue Parsons Feb 2009

13. Use tried and tested methods and develop your own!
Photo activities
Field sketching
Labelling
Titling
Describing
Sequencing
“good and /or bad adjectives
Speech bubbles
Questioning
Freeze frame
Hot seating
Matching sets
Drawing photographs
Comparisons
Cropping/ masking
Questioning
What can you see what is she/he doing
What are the bricks for?
Why is she working outside?
Would you like to live there
How else could he or she …
Be creative!
Use tried and tested methods and develop your own!

14. Unusual sights – children can write captions!

15. Catling and Willy (2009,p. 44)
We see places through two lenses : as real places and as imagined places. Our experience and knowledge of places is inevitably limited and partial providing an image of these places . Our involvement with places creates an image which is personal .Yet much that we know of places through experience or via secondary sources is shared. ...We may deal with multiple perspectives of the same place to create our own view .These place views are partial and situated.

16. Game show Geography

17. Types of Maps and their Symbols
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
Not forgetting:
Globes

18. Other maps encountered, including:
in newspapers
on the internet
in brochures
on t-shirts
in magazine

19. Opportunities for Map work
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 and selectivity
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

20. Types of symbols used on maps
Lines: e.g. rivers, boundaries
Points: e.g. telephone box
Shapes: e.g. buildings, fields
Pictograms: e.g. trees
Colour: e.g. water, woods
Words: e.g. place names
Numbers: e.g. contour heights

21. Understanding ‘conventional’ maps
Know about the information in the ‘margin’ on maps
Identify the information that is supplied with a map
This should include:
key
grid
compass rose
scale bar
title
Recognise that not all maps have these features!

22. 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

23. 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

24. 2. Where do I hang out? ADULT last week Daughter’s house
Where do you go to in an average week?
Where did you go last week?
What is your ‘everyday’ geography?
Beach
Local Hall tap dancing
LLLLLLLLLLL
LLLLLLLLLLL
Cliffs
LLLLLLLLLLL
Friend’s house
LLLLLLLLLLL
Local shop
Sittingbourne
Sheerness
Walk
+++++
Train
LLLLLLLLLLL
Car
Town
Bike
St Pancras
Ebbsfleet
City
Station
Shop
House
London
Paula Owens

25. 2. Where do I hang out? Oliver’s map Nanny’s house Aged 5 My house
The beach
Paris’s house
Daddy’s shop
Bus stop
Jungle way home
Child’s beginning map - unstructured
Paula Owens

26. 3. Who do I hang out with? CHILD Uncle Zac Auntie Kerri My cousin
Mummy and Daddy
CHILD
Nanny and Granddad’s house
Mummy and Daddy
Beach
Friends
LLLLLLLLLLL
LLLLLLLLLLL
Cliffs
Mummy and Daddy
xxxxxxxxxxxxxxxxx
LLLLLLLLLLL
Nanny and Granddad
Mummy
Uncle Danny
LLLLLLLLLLL
Local shop
LLLLLLLLLLL
Sittingbourne
Sheerness
Daddy’s shop
Mummy
Mummy
Mummy
Add significant people to the map
Who are these people?
Where do you meet them and why?
Bus
xxxxxx
LLLLLLLLLLL
Walk
Town
House
Car
Shops
School
Paula Owens

27. 4. I am where I live Gardening, canoeing, Walking,
Personal geography ‘glasses’ of an adult
sea
Gardening, canoeing,
Walking,
bird watching, photography, biking
garden
birds
tracks
cliffs
vVv vVv vVv
copse
marsh
What environmental features are around your home?
Where do you play? What do you do?
How do the locality features influence activities?
Paula Owens

28. Other mapping ideas Generic mapping ideas to suit all ages
Write down the names of geographical features on some post it notes . Can the children find them on a map?
Landmark mapping – draw the things YOU remember ! This can raise the issue of what do you put on a map. Will it be there tomorrow ?
Emotional mapping
Transition mapping- emotional journey from Year 6-year 7

29. Directed Task
Explore the Oxfam “mapping our world” site and consider it’s use within a primary classroom
ICT – Explore the Geography Teaching today on line cpd
Wendy North’s Everyday Geographies blog – it is very good with lots of resources.

30. Collaborative map making
Have a go ! What do you think ?

31. Other mapping ideas Generic mapping ideas to suit all ages
Write down the names of geographical features on some post it notes . Can the children find them on a map?
Landmark mapping – draw the things YOU remember ! This can raise the issue of what do you put on a map. Will it be there tomorrow ?
Emotional mapping
Transition mapping- emotional journey from Year 6-year 7

32. Directed Task
Explore the Oxfam “mapping our world” site and consider it’s use within a primary classroom
Look up workshop notes on using Digital photography in the classroom at all levels by Bryan Ledyard and John Halocha .This includes an input on how to take effective geographical photographs , a range of websites offering high quality free digital images and using images to support enquiry and creative thinking