Presentation on theme: "Creative responses to a locality"— Presentation transcript:
1Creative responses to a locality Sharon Witt17th January 2011
2AimsTo develop a range of creative geographical teaching and learning strategiesTo know the National Curriculum map work requirements for Key Stages 1 and 2To know and understand how to develop the children’s graphicacy skills
4Enquiry Skills are: Investigating selecting Recording Interpreting Drawing conclusionsSynthesisingCommunicatingPresentingOrganisingEvaluatingobserving analysingQuestioningGeneratingJudgingSelectingPlanningUsing prior knowledgeReflecting“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
5What 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.
6The Enquiry Process Enquiry question Collect information Evaluate the enquiry and identify furtherquestionsFramed EnquiryInterpret and analyse informationDraw conclusions, offer explanations and propose actionsPresent findings and conclusionsA. Pickford(2006)
7The Enquiry Process Where is a litter bin needed in our locality? Survey the local area looking for litter ‘hotspots’.Enquiry questionCollect informationEvaluate the enquiry and identify furtherquestionsConsult others in the locality?Interpret and analyse informationMake maps & chartsDraw conclusions, offer explanations and propose actionsPresent findings and conclusionsDecide where a bin is most needed.Letter to Environmental Services at local council.A. Pickford(2006)
8Issues suitable for geographical enquiry ParkingHouse buildingTraffic calmingQuality of the environment- man- made or naturalLocal shopsSpecial local events e.g. ice rink at Christmas by the Cathedral.
9I 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?
11Messy 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.
12Young Geographers project- St Peter’s Smithills Dean CE Primary School, Lancashire Title: What do we feel about the environment around our school? Age Group: Key Stage 2 / Year 5 Approach: A series of small group, teacher-led walks with a class followed by group write-up sessions; with parallel, linked Literacy and ICT units of work. The ultimate aims were to produce a 'journey stick' style map and a short video Concepts: Fieldwork, place and space, ESDKeywords: Local area, changing environments, opinions, change, the future and past, environment, community, feelings, improvements, good, bad, interesting things, Photostory, journey stick
13Everyday GeographyRecent call for “Everyday Geography” to be taught by Fran Martin“Ethno-geography”Using Children’s everyday experiences or “personal geographies” as a basis for curriculum development
14Flat Stanley – supports exploration of children’s personal geographies in the classroom
15Scrapbooking happy spots This is Ben Cruachan and there is a lovely view of Ben Cruachan from my Gran’s house and she only lives a few miles away from the mountain .I like to watch the clouds move over the top of the mountain – it is very calming.Scrapbooking happy spots
16What the teachers say?This provided an opportunity to view children’s unique way of seeing the world and to formally recognise children’s immediate sensory encounters with places.This was ‘therapeutic’, and the idea that there was no ‘right or wrong’ outcome began to really appeal.Giving children a free rein to express themselves often leads to surprising, impressive and ultimately very creative outcomes.With thanks to Jo Sudbury
17Why did you choose this happy spot to scrap book ? It was private and it was mine . It wasn’t anyone else’s to have and it was different. It would always be there on paper that I had been there with my cousins. I had been there and it was so nice there and it really was just great !”A sense of documenting for the future – a personal legacy
18Scrapbooking as a tool to record children’s personal geographies can be: Creative Active Independent FunCaptivating Thought ProvokingChallenging Stimulating Child-CentredRelevant Varied Interesting Enjoyable Purposeful Meaningful PersonalFlexible Empowering InvolvingQuestion Raising Inspiring EquippingChild-Led Collaborative Exploratory
19Geographical learning objectives for scrapbooking To identify and describe what places are like?To ask geographical questionsTo collect and record evidence (if part of an enquiry approach)To communicate in appropriate waysTo use appropriate geographical vocabularyTo use secondary sources of information
20Geodoodling! Geo-doodle prompts included: Photos from the local areaGoogleWorld viewsWorld musicLandscape artWebcam streamingSound clips from the local areaNewspaper articles relating to global issuesArtefactsScentsVisits to the locality - observing / smelling / listeningReflecting on stories/picture books with a geographical theme.With thanks to Jo Sudbury andthe children of Bishops Waltham Junior School
21You can be in more than one place at a time ! Nested hierarchies ZoomYellow buttonDrawing of children’s versionStories are very powerful!What do the children already know about places? What places are important to them ?
22What is graphicacy?Children are increasingly making sense of their world through visual images which for young children provide more information than textThe skill of interpreting pictorial forms of spatial information is known as graphicacyBaldwin 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
23Why use photographs?Images play an important role in shaping our ideas about ourselves and other peopleGood open- ended resource with lots of potential in the classroomImportant for children to question photographs and develop their visual literacy, enquiry and critical thinking skillsCan provide stimulating, challenging and creative learning opportunities and hep them gain knowledge and critical understanding of the wider worldPhotos 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
24How 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 ageChildren will tend to ignore the unfamiliar.Margaret MackintoshResearch 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 wholeeveThey may see things they associate with what they feel about the photo based on their existing knowledge and preconceptionsYoung 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
25Checklist for using photos in the classroom Work with photos should be integrated with other classroom workStart with photos of people and places that children are familiar with before moving on to less familiar subjectsUse photos of good technical qualityPut photos in some sort of context why was the photo taken? Who by? What for?Give children as much accurate information as possible about the people and places in the photos you useEncourage children to explore the links between their own lives and experiences and those of the people in the photos
26Use tried and tested methods and develop your own! Photo activitiesField sketchingLabellingWriting titlesDescribingSequencing“good and /or bad adjectivesSpeech bubblesQuestioningFreeze frameHot seatingMatching setsDrawing photographsField sketchComparisonsCropping/ maskingQuestioningWhat can you see what is she/he doingWhat are the bricks for?Why is she working outside?Would you like to live thereHow else could he or she …Be creative!Use tried and tested methods and develop your own!
27Opportunities for Map work Learning about symbols and the map keyLearning about gridsLearning to use a compassLearning about relative size and scaleLearning about map purposes and selectivityMaking maps of the table and roomMaking maps in the school groundsMaking maps of a street and an areaUsing picture maps to find out about placesUsing aerial photos to find out about placesUsing Ordnance Survey maps to find out about placesUsing maps in locality packs to find out about placesUsing atlas maps to find informationUsing ‘all sorts of maps’ at a variety of scalesLearning about maps and places through picture/story books
28National 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
29Through Geographical Skills in KS1/2 PoS: children are introduced to mapschildren use and make mapschildren develop their map skills and competencieschildren use maps in various contextsMap work should be integrated with place and thematic studies:use maps in locality/place studiesuse maps in thematic studiesuse maps looking at topical mattersElements of map work should include:locating features, places and issuesshowing distributions and patternsappreciating size and scaleidentifying changes and developmentspecifying the role of the map
30Geographical and map studies should: The Purpose of Understanding and Using Maps Source: Catling, S. (2005) ‘Developing children’s understanding and use of maps’ in Lee, C. and Hung, C.C. (eds) Primary Social Studies: Exploring Pedagogy and Content. Singapore: Marshall Cavendish Education.Geographical and map studies should:provide practical activities which involve children finding information from maps and finding out about how the map works through focusing discretely on key map skills;cover the range of map scales from plans of individual objects to small scale atlas maps, use a variety of types of maps including plans of objects and areas, picture maps and conventional maps;encourage children to use maps effectively, both in the real environment and for study, with the purpose of enabling them to learn to obtain information about places readily from maps of many types;encourage the use of children's own experience of their environment and the use of additional resources to extend their awareness and understanding of their own environmental map skills and map reading capabilities.
31“Geography is the word that runs through the rock of learning” Kelly, A.(2006) Hidden Geography?Primary Geographer , Autumn 2008,p.8.