Geography, including Mathematics! Julia Tanner and Jane Whittle GA Conference April 2017 juliatanner@live.co.uk jwhittle@iscomo.com

Objectives of the workshop To explore the natural synergy between geography and mathematics as subjects in the primary curriculum To offer creative ideas for enhancing pupils’ knowledge and understanding of places, and of physical, human and environmental geography through the use of mathematical tools To reveal the opportunities for mathematical learning inherent in exploring the local environment To provide useful ideas and resources to use in the classroom and the school grounds and local area.

Geography and Maths: Finding Connections Task a: What would you put in the 3 spaces? Task b: Discuss the year 6 pupils’ ideas…what would your pupils say in response to the diagram?

Why link maths and geography? Natural synergy – both subjects adopt an enquiry approach promote creativity in problem-solving encourage logical thinking, analysis of data and pattern-seeking provide a particular and unique ‘lens’ or perspective through which to understand the world foster a sense of awe and wonder at the beauty of the natural and built environment Geography engages pupils in mathematical thinking by posing enquiries which can only adequately be tackled by applying mathematical strategies and tools.

NC 2014 - Enquiry Pupils are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. (From the aims of Geography in NC)

NC 2014 – Skills (KS1) Geographical skills and fieldwork use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

NC 2014 – Skills (KS2) Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Exploring the numbers on maps Work with a partner: Find some numbers on the map. What do they mean? Discuss with others on your table: What are the similarities and differences in how numbers are used on OS maps at different scales?

Exploring lines, shapes and patterns on maps  Discuss with a partner: Find some straight and curved lines on the map. Which features have straight lines, and which curved?   Find and name some shapes on the map. Which sort of shapes are most common? Discuss with others on your table: What patterns have you noticed?

Useful Resources School site maps /plans OS plans and maps - (available from Digimap) Google Earth – maps and aerial photographs Globes and atlases Measuring tapes, trundle wheels, rope or string Digital cameras/mini-iPads Weather-recording instruments Stop watches and digital timers Blank graphic organisers Toys (for programming and coding) Manipulatives to represent problems (Unifix Cubes, Lego, Compare Bears)

Useful Publications Ballin, B. (2014) The World in Numbers. Primary Geography 84, 20-21. Sheffield: The Geographical Association Fox, S., and Surtees, L. (2010) Mathematics Across the Curriculum: Problem Solving, Reasoning and Numeracy in Primary schools. London: Continuum May S and Richardson P (2006) Fieldwork File: For the primary years, Sheffield, GA Pound, L and Lee, T (2015) (2nd Ed.) Teaching Mathematics Creatively. Abingdon: Routledge. Scoffham, S., (Ed.) (2010) Primary Geography Handbook. Sheffield: The Geographical Association Tanner, J. and Whittle, J. (2013) The Everyday Guide to Primary Geography: Story. Sheffield: The Geographical Association Tanner, J. and Whittle, J. (2015) The Everyday Guide to Primary Geography: Local Fieldwork. Sheffield: The Geographical Association Scoffham, S., (Ed.) (2nd Ed) (2017) Teaching Geography Creatively. Abingdon, Routledge. Whittle J (2017) Geography and Mathematics: A creative approach. In Scoffham, S., (Ed.) (2nd Ed) (2017) Teaching Geography Creatively. Abingdon: Routledge.

Useful websites A-Z street maps - www.az.co.uk Council for Learning Outside the Classroom – www.lotc.org.uk Digimaps - http://digimapsforschools.edina.sc.uk Google Maps and Google Earth - http://google.co.uk/maps Learning Through Landscapes – www.ltl.org.uk Ordnance Survey - www.ordnancesurvey.co.uk The Geographical Association -www.geography.org.uk Sustainable Schools and Sustainability and Environmental Education (SEEd) – www.se-ed.co.uk/sustainable-schools World Statistics - http://www.worldometers.info/ The World to Scale - http://scaleofuniverse.com/