Presentation on theme: "Foubdation Geography Session 1"— Presentation transcript:
1Foubdation Geography Session 1 SD Humanities - GeographyAlison Hales Dec 13Session 2Place, Identity and Distant Localities?
2Geography Focuses on places Uses enquiry as a vehicle for learning Should provide opportunities for using maps and photosMust include fieldwork (statutory requirement)Draws on the personal experiences of the learner, the teacher and others in the school communityHas excellent opportunities for X curricular links
3Foundation Stage – understanding of the World EARLY LEARNING GOALS FOR THE WORLD:They know about similarities and differences in relation to places…..They talk about the features of their own immediate environment, and how environments might vary one from another
4The NC: Knowledge, Skills and Understanding in Geography 1. Geographical & enquiry skillsFieldworkUsing photosMappingVocabularyAsking and answering questions (enquiry)Knowledge and understanding of places- the local area3. Knowledge and understanding of patterns and processes4. Knowledge and understanding of environmental change and sustainable development
5Foubdation Geography Session 1 PlacesThe National Curriculum requires the study of placesKS1The locality of the schoolA locality in the UK or overseas which has human or physical features which contrast to the school localityKS2A locality in the UKA locality in a less economically developed country
6Why Teach about Distant Places? Foubdation Geography Session 1Why Teach about Distant Places?Relevance;Reduces ignorance;Contributes to the development of respect and toleranceGives children from different ethnic groups self- esteem and status;Develops values and skills that are relevant to global citizenship;Develops specific geographical terminology;Develops concepts of similarity and difference/ relationships between people and places.'It's not just the geography I get out of it. It's the cross curricular themes, the multicultural education, work on equal opportunities. All sorts of rich curriculum work comes out of it “Sue Rushfirth, Deighton Gate PrimaryPreconceptions of a distant place video clip
7Foubdation Geography Session 1 Children’s perceptions of India (Nottingham school, year 6)
12Foubdation Geography Session 1 Where is this place?A• They eat frogs and snakes;• There are no pickpockets;• There are no black people;• Guns come from there.B• There are big forests;• They have large roads;• They have beautiful coins;• They have very tall mountainsC• Their policemen wear red and black uniforms;• They live in flats;• There are many factories;• There are lots of churches and hospitals.D• There are lots of old things;• They have a nice climate;• There are many shops;• It has a large population;• The people speak a beautiful language.All statements made about EnglandStatement set A and B were made by Greek childrenC and D by Kenyan
13Foubdation Geography Session 1 Children in Goa drawing their perceptions of England
14Foubdation Geography Session 1 What is England like- a Goan child's view
16Foubdation Geography Session 1 Challenging stereotypes video clip
17Issues to consider when working with photographs Foubdation Geography Session 1Issues to consider when working with photographsChildren respond more positively when they are familiar with the content;Children tend to interpret photos in an oversimplistic wayChildren interpret photos in the light of their existing knowledge and misconceptions.Children tend not to see the picture as a whole;• Children tend to notice large foreground and background objects and ignore the middle ground;Images
18LEARNING ABOUT A DISTANT PLACE Foubdation Geography Session 1LEARNING ABOUT A DISTANT PLACEUse a photograph from a distant locality pack. Discuss with your partner an appropriate title.What you can identify in terms of the human and physical features of this place.Can you make any deductions about the climate.Make a list of the questions that could be asked about this picture.Using locality packs video clip
19Sources of visual images Don’t forget your own photographs or those taken by colleagues
20How can children learn what a distant locality is like? What is this place like?How can children learn what a distant locality is like?What other resources do we need?
21What is the place like?How far would your resources provide opportunities to develop positive strategies for teaching about distant localities?Do the resourcesstress the similarity of basic need?focus on everyday events (e.g. shopping, going to school/work etc.) rather than the iconic images of the place?provide positive and varied images of people/ the place?Focus on a small localityFinally-Are the resources good quality and up to date?
22Making resources relevant to a class Take account of:Children’s family circumstancesCultural and religious background of the childrenExperiences of teacher / local community etc.Make sure that teaching and learning activities:Start with the local area and children's own knowledge base and build on their personal and local linksFocus on small localities but put them into a wider context
23Enquiry The importance of asking and answering geographical questions: What do I know about this place?Where is it?Why is it like this?How is it changing?What would it feel like to be here?How is it linked to other places?How is it similar to and different from another place