1. Tom Garner Milking Bank Primary School

2. GIS in Primary Where will it fit in with Geography? Unit 1: Around our school – the local area Unit 2: How can we make our local area safer? Unit 6: Investigating our local area Unit 8: Improving the environment Unit 12: Should the high street be closed to traffic? Unit 18: Connecting ourselves to the world Unit 20: Local traffic – an environmental issue Unit 21: How can we improve the area we can see from our window? Unit 25: Geography and numbers

3. Using GIS in Key Stage 1

4. Unit 1: Around our school – the local area What is a map?

5. Map Can you find….your school….your street….your house?

6. Aerial Photograph Reception children can recognise their school from this picture.

7. Compare the two…

8. Other uses for Unit 1. Children can find where they live It’s as easy as typing in the street name…… And then looking for the house numbers!

9. Finding their house… Children can then look at an aerial photograph of their house…

10. Finding their house… …and recognise it!

11. What next? What is an address?

12. Giving meaning to an address… Tom Garner, Milking Bank Primary School, Aintree Way, Milking Bank Estate, Dudley, DY1 2SL.

13. Leisure facilities in the local area Search for leisure facilities in an aerial photograph

14. How places change over time… 1976 1987

15. …and keep changing! 1995Present Day

16. Unit 2: How can we make our local area safer? Label photographs to show aspects related to traffic (QCA) Using other pieces of clip art, or through annotation, children could identify problem areas and make suggestions about how to improve them e.g. traffic calming methods one way systems traffic lights etc.

17. Using GIS in Key Stage 2

18. Unit 6: Investigating our local area QCA unit suggestions: locate local area on progressively larger scale maps; Find school on a map and aerial photograph; Give directions from school to specific points in the locality; Match ground photographs of human and physical features to a base map (use an aerial photograph for clues!); Use a map to list 3 or 4 nearby towns/villages, work out a route and produce a map.

19. Unit 18: Connecting ourselves to the world GIS-MO could be useful for gathering resources to send to a ‘partner’ school as information about the local area. The future: accessing other authorities GIS software to investigate contrasting localities.

20. Unit 20: Local traffic – an environmental issue This is a 'long' unit. It deals with a local traffic improvement scheme (a by-pass) and the impact it will have on local people and the environment. The unit has been designed so it can be adapted easily for any local issue. The issue could be concerned with other traffic improvement schemes, eg. speed ramps, one-way streets, cycle lanes, pedestrian crossings, routes for handicapped people or a quite different issue, eg a proposal for quarrying, the effect of a hypermarket on existing shops, the effect of demolishing old houses to create a new site with different potential uses like a leisure centre or mosque, building a BMX track.

21. 1996 2004 Before the Bypass The Bypass

22. Examine maps to investigate the difference the Bypass has made… Compare the current edition of the O.S map to historic versions of the maps pre-bypass construction.

23. Textease Copy and paste maps into Textease. –Lock them into place on the page. Children can add graphics, annotations/labels, captions, etc.

25. Other uses for Textease Improving the local area: overlay the specially designed clip art to make suggestions for change Should the High Street be closed to traffic? Use a map/aerial photograph to find an alternate route. Mark that route on the map using drawing tools

26. Using Textease Create an image with an associated word bank: e.g. for Unit 6 an image of the local area a word bank with words associated with land uses