1. PR1914 THE FOUNDATION CURRICULUM Learning Through Practice GEOGRAPHY Session 2 – Place Studies Local Area and Distant Localities ( A bit more Magical Geography!) Emma.Morley@winchester.ac.uk@winchester.ac.uk Semester 1 2011

2. What was your inspiring place?

3. Aims of the session: Discuss our own inspiring places and recap on Session 1 Explore why we teach about ‘place’ in geography Develop knowledge and understanding of the teaching of local and distant places Promote an understanding of the issues surrounding place studies

4. What did you think when you read the Ofsted report ? Geography is surviving in Hampshire! Hampshire is the only county that have an Inspector for Geography - Jeff Stanfield Supported by Advanced Skills Teachers Area support network meetings Primary Geography News Training for teachers

5. A different view – a manifesto from the Geographical Association

6. Everyday Geography Recent 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

7. Geography is where we are at! Routes and journeys to school, work and other places. Choice of clothes we make according to the weather Choice of games / activities we play or undertake Jobs people do and role playing of these jobs E.g. grocers, dentists, undersea world, doctors News Holidays and special days out The food that we eat Considering day to day information / tables – decision making

8. Flat Stanley – supports exploration of children’s personal geographies in the classroom www.flatstanley.com

9. 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 - thanks to Sharon Witt

10. Why did you choose this happy spot to scrap book ? A sense of documenting for the future – a personal legacy thanks to Sharon Witt 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 !”

11. Which places do we study? Global Overseas localities National Contrasting localities to home environment Local area Includes school grounds and the surrounding area ( within walking distance)

12. IMPORTANT! Please remember a locality is not the study of a country or region but a smaller area. A locality is likely to be: - A village - Part of a town or city ( e.g. the city centre) - Small island

13. EYFS Requirements EYFS (Birth – 5) Knowledge and Understanding of the World ELGObserve, find out about and identify features in the place they live and the natural world ELGFind out about their environment and talk about those features they like and dislike ELGBegin to know about their own cultures and beliefs and those of other people

14. NC Requirements KS 1 ( Year 1 and 2) Pupils should be taught the knowledge, skills and understanding THROUGH the study two localities: The locality of the school A locality either in the UK or overseas that has physical and/or human features that contrast with those in the locality of the school In their study of localities, pupils should: Study at a local scale Carry out fieldwork investigations outside the classroom

15. NC Requirements KS 2 ( Year 3-6) Pupils should be taught the knowledge, skills and understanding THROUGH the study two localities and three themes: Localities A locality in the UK A locality in a country that is less economically developed Themes Water and its effects on the landscapes and people… How settlements differ and change… An environmental issue caused by change…… In their study of localities, pupils should: Study at a local scale ( local, regional and national) Study a range of places and environments in different parts of the world, including the UK and the EU Carry out fieldwork investigations outside the classroom

16. Why teach children about the local area? Fosters children’s curiosity and fascination with places Widens children’s horizons Develops spatial awareness Helps develop their sense of scale Helps children recognise the relevance of the rest of the world to themselves Opportunities to develop knowledge, understanding and skills of key geographical concepts Challenges bias, stereotyping and emphasises commonality and diversity of human experience Supports and develops children’s own sense of place and sense of identity Catling, S. (2002) Placing Places, Sheffield: Geographical Association,p.

17. Local area studies can contribute to: Community Cohesion Learning Outside the Classroom Primary Review Personalised learning Sustainable Schools Climate Change Children’s Geographies Futures perspectives Active, informed local/global citizens Place and community based education

18. Why teach about place? Through investigating and interacting with the environment we gain a sense of: Purpose Commitment Emotional well- being Peace and tranquillity Excitement Awe and wonder Identity belonging Jeff Stanfield

19. Make those links! Activity - Paper Chain Geography Exploring children’s geographies- local to global

20. Know your local area ! Keep it real !

21. HOW do we teach about place?

22. Searching for clues…. Inspire children to become……Geographical / Environmental detectives Investigate the TECHNICAL Story (Read the geography of landscapes and the landscape story board ) Unravel the EMOTIONAL Story (elicit the mystery and emotion of places, consider place attachment) (Jeff Stanfield – County Geography Inspector)

23. Spies Wendy North

24. Hooking the children’s interest

25. Use technologies to spark their interest… Mobile phone message Video of a local issue Geo- caching …http://www.barnabybear.co.uk/main.asp?pageID=4 9 http://www.geocaching.com/

26. Use contexts that you know will have them hooked… Adventures… Quests… In search of … Journeys… Voyages of discovery… Treasure hunts…

27. Use ideas that will motivate and excite children

28. Animated films Over the Hedge http://www.youtube.com/watch?v=BE77igZczlI

31. Essence of place ! Create a mood board for a place What is a mood board? A mood board is a collage of materials (images, text, colours, textures, website screen shots, etc) which captures the ambience or feel of a place and is widely used in interior design and advertising. http://www.ilikecake.net/hci/envisionment/moodboa rds.htm

32. Why make a mood board for a place? Encourage children to explore feelings about a place Develop emotive vocabulary when describing places Visual representation of children’s response to place Used as a journal or diary to record events/thoughts/ feelings about a place Collect ideas about a place to stimulate an enquiry

33. Ideas for creating your place mood board? Paint samples of colours that match the environment Rubbings and /or small swatches of fabric to represent the textures found Objects / artefacts collected from the place Photographs Sketches from observations Words / Ideas Shapes Sound maps

34. But….. Don’t forget the geography… Remember the programmes of study … what do you want the children to actually learn?

35. Resources for place based studies …and many others… T.V Links with overseas locality- pen pals Visitors Personal knowledge Commercially produced pack including photos and activities Video Stamps Postcards Paintings Music Calendars Slides Photos Locality in the news Books – fiction/information books Globes Maps Atlases Artefacts Food Travel brochures pictures

36. Using photos - 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

37. 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

38. Checklist for using photos in the classroom Work with photos should be integrated with other classroom work Start with photos of people and places that children are familiar with before moving on to less familiar subjects Use photos of good technical quality Put 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 use Encourage children to explore the links between their own lives and experiences and those of the people in the photos

39. Questioning Freeze frame Hot seating Matching sets Drawing photographs Field sketch Comparisons Cropping/ masking Photo activities Field sketching Labelling Writing titles Describing Sequencing “good and /or bad adjectives Speech bubbles Be creative! Use tried and tested methods and develop your own!

40. Activity Take your set of pictures and sort them into two piles. Why have you made these sets? Can you sort them in a different way? How many ways can you find of sorting them into two sets?

41. Why study distant places ? Children already know there are other places They need to understand: how important these other places are to us and us to them – interconnectedness We are all part of one world with many similar and different ways of living

42. Opportunities for travel World brought into our living rooms on tv Geography of fashion Geography of food Global health and safety concerns e.g. bird flu and climate change Now increasingly recognised we are global citizens Growing up in a global world

43. 10 good reasons for studying other places Uses and develops their interest and natural curiosity about places Provides opportunities for them to explore ideas and skills Develops their existing knowledge and understanding of places, environments and cultures Helps them to examine and clarify their existing experience and awareness of places Develops spatial awareness towards a global scale

44. 10 good reasons for studying other places (Ctd) Helps them to recognise their interdependence with the rest of the world Builds positive attitudes towards other people around the world Builds a global perspective that extends their present perspectives Helps them to value diversity in places, environments and cultures Combats ignorance,partiality and bias thus helping to avoid stereotyping and the development of prejudice

45. Distant Places / Contrasting localities What is certain is that children are fascinated from an early age by places that are unfamiliar and distant. However their ideas about these places may, understandably involve inaccuracies and stereo types. Place studies give teachers an opportunity to investigate and through teaching, challenge and pupils initial ideas. (Greg Walker, 2004) Start from what the children know already………..

46. What are the children’s current perceptions of different places? Life for people living in a village in England would be ‘like African people they beg for food and water’

47. Children need to know about the world in which they live What image do they have in their heads of their local area? What image do they have of the world? Start with a little knowledge Ask children to draw their maps of the world

48. Activity In pairs decide what would you put in this artefact box?

49. An important issues to consider when studying any place but particularly distant places is…… Bias and stereotyping You need to be constantly be on your guard about images of place conveying the wrong messages or use of words to describe a place e.g. primitive / simple

50. Where do you think this?

51. and this ……………

52. but many people only see this…

53. http://www.ted.com/talks/chimamanda_adichie_the_dang er_of_a_single_story.html

54. Remember Ensure a broad and balanced view Images of rich and poor Urban and rural Female and male Values and attitudes Appreciation of cultures Value others way of life and ideas

55. Teaching strategies to promote a global dimension in Geography Give an all-round view of a place Don’t generalise Look for similarities before differences Compare like with like Be prepared to challenge any discriminatory views that may arise Look for reasons and explanations Thinks of solutions not just problems Draw on the richness of the school community Find the right information and pictures to help you Avoid being tokenistic

56. Teaching distant localities – good practice Spatial awareness Location of features in own locality and the wider world Understanding of near and far Attitudes towards places ( be aware of…) Bias materials Stereotyping Negative images Building on previous experiences & everyday geographies How much do children know and understand about their own area Experience of distant places Travel patterns locally, UK and further a field Finding out about places Using and making maps Consider availability of resources Using examples of real people and real places

57. Making your distant locality study fun and stimulating Use of a cross- curricular approach Variety of teaching and learning strategies Drama Focused day of activities Soak the children in the culture of the locality chosen BUT be aware of the discrete geography being taught

58. Activity Look at the range of resources that you have in front of you and discuss which ones: -you would use as they are at the moment -you would adapt and use -you would not consider using ( give reasons why)

59. Basic principles when teaching the global dimension- Three C’s Creating positive images Challenge stereotypes Consider everyday events ( similarities rather than differences) Am I doing these things? Stephen Scoffham

60. Top Five Aid agencies for primary geography resources 1.Oxfam- 01202 712933 for catalogue www.oxfam.org.coolplanet 2.Action Aid Call 01460238000 for catalogue www.actionaid.org.uk 3.UNICEF www.unicef.org.uk/tz -teacher zonewww.unicef.org.uk/tz 4.Christian Aid 0207620444 for catalogue www.christianaid.org.uk/learn- schools pageswww.christianaid.org.uk/learn- www.globalgang.org.uk/learn - pupils’ websitewww.globalgang.org.uk/learn 5. Water Aid www.wateraid.org.uk – excellent for water topics.www.wateraid.org.uk

61. Independent Study Task 1.Visit the Learning network and look at the resources that have been put up for this course 2.Find a fiction book with a geographical theme which would be suitable for primary aged children. Bring this to the next session and be prepared to talk to your peers about how you think you might use it with a small group of children. 3.Read the article by Stephan Scoffham ‘Please Miss, why are they so poor?’ posted on the LN and come prepared to discuss it next week

62. Bibliography Catling, S. (2002) Placing Places, Sheffield: Geographical Association; Smith, G.A. and Sobel, D. (2010) Place and Community – Based Education, New York: Routledge Sobel, D. ( 2005) Place based Education Connecting classrooms and communities, Great Barrington: MA The Orion Society.