Primary Geography in the 21 st Century

1. Primary Geography in the 21st Century Tracey Charlton 0505790 Tracey Mardell 0505744

4. Our Vision Geography is at the heart of the curriculum. It’s continuous pulse and presence needs to flow through the veins of our schools. Without meaningful geography the school has no heart. Without a heart our world will no longer beat!

5. A Great Recipe for Geography “Geography can nourish and enrich a whole lifetime of learning.” GA (2009, p.5). • Personal audit of Geographical knowledge and understanding. “For the teaching of geography to be done well, it is vital for teachers to continue to develop and maintain personal subject knowledge” (Catling1998, p.36). • Carry out your own research of the locality. • Plan for specific learning, but be prepared to deviate. “…let pupils ask their own questions to steer their own learning?” (Lane 2006 p16) • Provide a range of resources. (Digital cameras, hand-held recorders, primary/secondary information sources, people, local services, artefacts, DVDs, photos, maps, picture/fictional/travel books, music, art, poetry) • Ensure careful and thorough preparation. “Safeguarding children and young people in both the real and virtual worlds is everyone’s responsibility” (Becta, 2008, p.6).

6. You will need: • Geographical Enquiry and Skills. • Knowledge and understanding of places, patterns and processes. • Knowledge and Understanding of Environmental Change and Sustainable Development. • Every Child Matters Agenda. • Resources (maps, globes, artefacts, imagery, access to environments and locality etc). • Outside learning. • Assessment opportunities. • Passion and enthusiasm. • Wellies, waterproofs and a smile!

7. Geographical Enquiry and Skills (1a-d) Enquiry “It is an active ingredient in children’s learning and understanding of the world.” (Cattling and Willy 2009 p62) • Ask geographical questions: What/where is it? What is it like? How did it get like this? (Enquiry dice) • Enhancement and application of thinking skills.Helps children to evaluate and reflect on their findings, expressing their own views. • Problem solving/Decision making.What shall I wear today? Which way do I walk to school? Where shall I play? Observing and recording. ECM • Active engagement.Making sense of their world for themselves through stimulating physical, mental, real and meaningful activities (fieldwork). • Enable, enhance and empower. Children explore and question> Teacher enables focus and order. Children identify the questions to investigate>Teacher challenges children’s questions Children identify, refine and evaluate> Teacher acts as critical mentor. (Catling & Willy 2009, p68) “Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future.” (Ofsted, 2008 p31)

8. Geographical Enquiry and Skills 2a-e SkillsPlay A-Z inflatable globe game http://www.teachingideas.co.uk/geography/globe.htm • Geographical vocabulary: Key vocabulary/terminology lists for each topic, (source, channel, tributary, erosion, mouth etc.) positional and location language, (near, far, infront, behind, North, South, Eat, West), descriptive language focusing on multi-sensory, (be a sensory detective). Role play. • Observational and recording skills.Use of ICT, (digital cameras, data handling programs etc) art, field sketch and DT, (Cardboard street, postcard of the school). • Using and understanding maps and globes.Where in the world am I? Google Earth, shopping centre plans. Ensure local maps are up to date! • Making maps and plans.My route to school. Stories; “We’re going on a bear hunt.” Picture books; “Zoom”, “Window”. • Undertaking fieldwork.“...engages pupil’s interest and provides relevant , real-life stimulus for geographical questions, setting up a sequence of focus, investigating, collecting, recording, presenting, analysing and evaluating evidence…”(Catling & Willy 2009 p74) • Using primary and secondary sources, including ICT. Photographs, videos, postcards, artefacts, holiday brouchers. “The skill of looking at, understanding and interpreting pictures has to be taught…”(Mackintosh, 2004 p122) Children’s past experience, imagination, preconceived ideas and stereotypes need challenging! • Decision-making skills and higher-order thinking skills. Fieldwork provides opportunities for these skills where real places, issues, values and attitudes can be observed.

9. Knowledge and Understanding of Places (3a-e) “The skills, knowledge, and understanding of geography cannot be fully understood unless applied to actual places.” (Barnes, 2004 p32) • First get the children to identify and describe what a place home or abroad is like: Describe its: • Weather • Location • Human and physical features • Peoples lifestyles • Location compared to our own • How the place evolved to its current state? • How it may change in the future? • The links between places (e.g Trade imported and exported) • ECM- Enjoy and achieve (other places and cultures) Take Flat Stanley into your classroom. http://www.flatstanley.com/ (game: map/ life journeys)

10. Knowledge and Understanding of Patterns and Processes “Understanding such processes and the changes created helps explain the distributions and patterns we see in places and the environment and allows us to make predictions” (Catling & Willy, 2009, p.13). • Children should observe and identify where things are located. Why is there a pedestrian crossing here? Why is there a station here? • Recognise changes in the physical and human features and the impact they have on the world. (Impact of flooding, droughts etc. Thames Barrier)

11. Environmental Changes and Sustainabilty (5a-b) Children recognise the changes in the environment: Children learn how we can make a difference to improve and sustain our environment e.g. Reduce pollution, recycle walk to school. Recognise how environment may be improved and sustained ECM: Making a Positive Contribution through Global Citizenship.

12. Assessment • Assessment in Geography is vital to: • Enhance students learning; • Measure/raise standards; • Check teaching objectives against learning outcomes; • Help plan future learning objectives; • Recognise and plan for children’s learning; • Discover what children know, understand and can do; • Evaluate teacher’s effectiveness and performance; • Recognise children’s achievement against level descriptors; • Recognise and plan for children’s needs; • Motivate teachers and children. • “Our view of assessment is heavily influenced by our view of intelligence. If we believe that students’ abilities are largely fixed at birth, then the role of the teacher is merely to prepare them for assessments whose results are already determined by their genes. If, however, our view is that intelligence is not fixed and immutable then teachers can ‘make a difference’.” • http://www.geography.org.uk/gtip/orientationpieces/assessment/

13. Every Child Matters • Enjoy and Achieve:Geography is fun, it evokes a sense of awe and wonder about a wide range of environments. Children are motivated by opportunities in fieldwork. • Be Healthy: Geography enables children to compare their lifestyles against other people of the world. • Stay Safe: Children learn to stay safe especially while conducting field studies and by exploring ideas and real world issues. • Achieve Economic Wellbeing: Children use maps, visual images and new technology, developing spatial awareness and communication skills needed for life in the 21st century. • Make a Positive Contribution: Children to think about their own place in the world, their values, and their responsibilities to other people and their environment. http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/geography/Geography__personal_development_and_Every_Child_Matters.aspx

14. Where is Geography in the Primary Curriculum? The recent Rose review states that Geography should continue to have a place in the Primary Curriculum. Rose (2009) suggests, “Learning in this area should include an appropriate balance of focused subject teaching and well-planned opportunities to use, apply and develop knowledge and skills across the whole curriculum.” ( p1) http://www.dcsf.gov.uk/primarycurriculumreview/downloads/historical-geographical-and-social-understanding.pdf

15. Bibliography Becta (2008) Safeguarding Children Online: A Guide for School Leaders publications. Butt, G. (2009) GTIP Orientation Piece – Assessment http://www.geography.org.uk/gtip/orientationpieces/assessment/(accessed 13/12/09) Catling, S. (1996) “Geography in the National Curriculum and beyond” in Carter, R. Handbook Of Primary Geography. Sheffield: The Geographical Association Catling, S. Willy, T. (2009) Teaching Primary Geography. Exeter: Learning Matters Ltd. Geographical Association (2009) “A Different View: A Manifesto from the Geography Association. http://learn.winchester.ac.uk/mod/resource/iew.php?id=37850 9 (accessed 20.11.09). Lane, A. (2006) “Talking Through Enquiry” In Primary Geographer Summer 2006 Mackintosh, M. (2004) “Images in Geography: using photographs, sketches and diagrams.” In Scoffham, S. (Ed) Primary Geography Handbook. Sheffield: Geographical Association. Ofsted (2008) Geography in schools: Changing Practice. London: Ofsted QCDA (2009) Geography, Personal Development and Every Child Matters http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/geography/Geography__personal_development_and_Every_Child_Matters.aspx Rose, J. (2009) “Historical, Geographical and Social Understanding”In The Primary Curriculum Reviewhttp://www.dcsf.gov.uk/primarycurriculumreview/downloads/historical-geographical-and-social-understanding.pdf