1. Building Knowledge and Understanding

2.  I would like to invite you to start by reflecting on what the word GEOGRAPHY conjures up in your head.  Make a note, perhaps on a post-it or ICT sticky. Geography is...

3.  Try the activity again but this time using the words: WORLD and PLACE  Make yourself another note.  How are they different? Did you find that the different words created different kinds of responses. Which generated the most positive images for you?

4.  The physical world: land, water, air and ecological systems and the processes that bring about change in them.  The human environments: societies, cities and communities and the human processes involved in understanding work, home, consumption and leisure.  Interdependence: involves, crucially, linking the ‘physical’ and ‘human’ and the emerging concept of ‘sustainable development’

5.  Place and space: the ‘vocabulary’ and the ‘grammar’ of the world, developing knowledge and understanding of location and interconnectedness.  Scale: the lens through which the subject matter is ‘seen’, and the significance of local, regional, national, international and global perspectives.  Pupils’ lives: using pupils’ images, experiences, meanings and questions; ‘reaching out’ to pupils as active agents in their learning. ‘

6.  The majority of images on the next few slides (with the exception of the Google Earth screen-grab) have been sourced from the Geographical Association Manifesto resources page. There are others available to download for free – please have a look at: http://www.geography.org.uk/resources/ad ifferentview/imagesandactivities/ http://www.geography.org.uk/resources/ad ifferentview/imagesandactivities/

7.  As you view the following images use your `Power of Geography’ list to help you think about the connections that these images have to geography’s `big ideas’.

8. Appearances can deceive © ada.photoada.photo

9. Energy Flows Contours of the canyon walls, Lower Antelope Canyon, Arizona, October 2005. © Rod Irvine Rod Irvine

10. Running Free © Wendy NorthWendy North

11. Running Free The queue for the elevator up the Eiffel Tower. January 2006. No queue for the stairs! © Alexandre Duret-LutzAlexandre Duret-Lutz

12. earth.google.co.uk/

13. Vanishing Points The Maldives, April 2006. © Ahmed ZahidAhmed Zahid

14. ACTIVITY 8: Which of geography’s `big ideas’ do you associate with these photographs? Can you say why? The physical world The human environment Interdependence (or connectedness) Place and space Scale Pupils’ lives http://www.geography.org.uk/resources/ adifferentview/imagesandactivities/

15.  When you plan your next cross-curricular or geography unit, use your own photographs or choose images licensed via Creative Commons. Within these images, choose at least one to exemplify each of `geography’s big ideas’.  http://search.creativecommon s.org/ http://search.creativecommon s.org/  Extend this idea by asking children to research a set of photographs within their unit of study that matches each of the `big ideas’. The physical world The human environment Interdependence (or connectedness) Place and space Scale Pupils’ lives

16.  I would like you to take yourself back to a place that was very special to you when you were a child. It needs to be a place that you remember because you had a strong emotional attachment to that place.

17.  I would like you to take a short walk (in your mind) across this space.  Slowly view the scene in front of you from left to right.  Repeat the action until your vision comes to focus on one particular spot.  What are you doing?  What can you see? Describe it  What can you hear and smell?  What do you feel in this place?

18.  Struggling to walk across rough, marshy ground, my wellington boots sinking and schluking, I drag each foot, step by slow step, from the mud.  Thick earthy scents ooze up from the mud with each laboured step.  I spy Kingcups. Golden balls on lush green foliage, glowing yellow above the dun green reeds.

19.  Light breeze through the marsh grass sends gently vibrating whispers through the air and the murmur of distant traffic crossing the viaduct brings a discordant note to my remote spot.  In this place I can be an intrepid explorer traversing distant lands.

20.  The activity that we’ve just engaged in also focuses on our emotional attachment to place. We may think of writers, artists, photographers, musicians when we think about place in this way and not geographers. But `sense of place’ is an idea embraced by geography too because of the important part it plays in the development of our own personal geographies and identity.  For more on this idea see: http://www.geographyteachingtoday.org.uk/onli ne-cpd/course/primary-geography-and- ict/stimulus1/activity-25/ http://www.geographyteachingtoday.org.uk/onli ne-cpd/course/primary-geography-and- ict/stimulus1/activity-25/

21. Place Space Scale CONNECTEDNESS Environmental Impact & Sustainability Changing Physical & Human Processes Culture & Diversity Geography’s Big Ideas

22. Interdependence Global Citizenship Conflict resolution Social Justice Values and perceptions Sustainable Development Human Rights Diversity Underlying the idea of the global dimension are 8 key concepts

23.  Print off the diagram (on page 13 – see reference below) onto a sheet of A3 paper so that you have space to write around the edges. Identify where in your curriculum you currently focus on these areas? For example, some might come through your work with SEAL or in RE or in science or English.  Can you identify the three areas where Geography and the Global Dimension form natural alliances? Have a look at slide 26 on the PowerPoint – do you agree with the relationships that are shown on the Venn diagram? http://www.globaldimension.org.uk/uploadedFiles/ AboutUs/gdw_developing_the_global_dimension.pd f

24.  Questions that help us to focus our teaching and learning on people and PLACE include: What is this place like? What do people do here? How does this place affect the way of life of the people who live here? How do people affect this place and environment? Where is it and how is it connected to us and to other places?  Because these questions are focused on people and places they also embrace the Global Dimension which is essentially about people in the world today.

25. Geography Global Dimension Place & Scale: the issues we are dealing with through the Global Dimension take place somewhere and affect people at personal, local/ regional/national/ global scales Human Rights, Social Justice, Conflict Resolution These issues affect people and happen in relation to particular places. History and geography can both be influential factors Global Citizenship and Values and Perceptions inform our particular perspective on human geography Environmental Impact & Sustainability Interdependence & Connectedness People, Culture & Diversity

26.  The way that Geography and the Global Dimension are interlinked can be seen within the Geographical Association Manifesto for Geography.

27.  Watch the video clip (accessed via the next slide), with one or two colleagues, and choose two or three ideas where you feel geography and the GD are strongly interlinked.

28.  The Geographical Association's manifesto for school geography, A Different View, promotes a vision for geography as an important, relevant and dynamic subject. You can download A Different View and access some related activities on the GA website.  Activity: What statements in the extract (see next slide) from the GA Manifesto also support the Global Dimension?

29. http://www.geography.org.uk /resources/adifferentview