1. TEACHING LOCATIONAL KNOWLEDGE AND KNOWLEDGE AND UNDERSTANDING OF PLACES in KS1 and KS2

2. OBJECTIVES OF SESSION To look at strategies for teaching general locational knowledge To look at strategies for teaching general locational knowledge To explore examples of useful resources for teaching knowledge and understanding of localities To explore examples of useful resources for teaching knowledge and understanding of localities

3. Where in the world would you most like to be right now?

4. PRIMARY PHASE: LOCATIONAL KNOWLEDGE “Pupils should be taught the location of places and environments they study and other significant places and environments” The revised geography programme of study for KS1 and KS2 lists places and environments that children should be able to locate on a map by the end of their primary phase. Is it necessary for children to acquire this knowledge? When and how is the best time for them to learn it ?

5. THE PLACES AND ENVIRONMENTS PUPILS SHOULD KNOW BY THE END OF KS2

6. The reality:  Most children have a natural curiosity about the world  Most children enjoy finding places on maps and globes  They enjoy following routes  Many stories are based upon journeys and adventures in distant lands. We can use this interest and build on it in distant lands. We can use this interest and build on it Children need to:  build up a basic locational framework  recognise that the world is made up of different parts  know the names of significant places and environments  continue to ‘fill in the gaps’ with all the information they receive about the world through education, personal experience, receive about the world through education, personal experience, the media, Internet. the media, Internet.

7. Locational knowledge – examples of significant places and environments British Isles British Isles Europe Europe The world The world

8. Copies of the three KS2 Exemplar maps Are available from:  http://www.nc.uk.net/nc/contents/Gg-2--POS.html http://www.nc.uk.net/nc/contents/Gg-2--POS.html You will need to click on the ‘Maps’ link on the left You will need to click on the ‘Maps’ link on the left hand side of this page. hand side of this page.  www.ordsvy.gov.uk www.ordsvy.gov.uk Click on the education section (at top), then on schools, Click on the education section (at top), then on schools, then maps. Scroll down to where KS2 maps can be then maps. Scroll down to where KS2 maps can be downloaded. downloaded.  An Ordnance Survey agent eg. London Map Centre Tel: 0207 222 2466. The set of three maps are 25p. Tel: 0207 222 2466. The set of three maps are 25p.

9. Some strategies for teaching locational knowledge  Show-me boards  Barnaby Bear  Use of stories/literacy hour  ‘Starter’ activities: 30 ideas  Globetrotter game

10. Use of Geographical Show-me boards Produced by Compass Educational Supplies Tel: 0800 37 67 236 Or available from Wildgoose Primary Catalogue Tel: 01530 518568 World/British Isles or Europe/British Isles £3.75 each or £35 for 10 (+ VAT £3.75 each or £35 for 10 (+ VAT) Or make your own! What are the pros and cons of both types of show-me board?

11. Sao Paulo Lagos Sydney New York Caribbean Sea

12. Barnaby Bear

13. The value of Barnaby Bear helps to raise children’s awareness of other places in the world helps to raise children’s awareness of other places in the world helps to bridge the gap between the known and unknown helps to bridge the gap between the known and unknown can bring a sense of reality to ‘Places’ for Early Years and KS1 children can bring a sense of reality to ‘Places’ for Early Years and KS1 children allows a ‘little but often’ approach to learning about other places allows a ‘little but often’ approach to learning about other places valuable for classroom display valuable for classroom display

14. encourages peer co-operation encourages peer co-operation children take responsibility for looking after Barnaby and his displays children take responsibility for looking after Barnaby and his displays they learn to meet visitors who take Barnaby on his travels and take on responsibility for checking his whereabouts They enjoy talking about his travels in assembly they learn to meet visitors who take Barnaby on his travels and take on responsibility for checking his whereabouts They enjoy talking about his travels in assembly excellent for developing atlas skills excellent for developing atlas skills children are enthusiastic and motivated by the geography they encounter in the classroom through Barnaby Bear children are enthusiastic and motivated by the geography they encounter in the classroom through Barnaby Bear

15. Some examples of Barnaby on his travels

16. Barnaby should travel within the local area as well as to distant localities. He should also take a interest in local issues and the environment!

17. EXPLORING THEIR LOCAL ENVIRONMENT IS AN IMPORTANT ACTIVITY FOR EARLY YEARS PUPILS. BARNABY BEAR MARKERS ARE USEFUL TO PUT AT POINTS WHERE CHILDREN WILL STOP AND TALK ABOUT THE SURROUNDINGS. SPOTTING THE NEXT BARNABY ENCOURAGES CHILDREN TO LOOK AROUND!

19. Use of Cartoons

20. Use of “Concept Cartoon” speech bubbles

21. Odd-one out France SpainIndiaGermany R. TrentR. NileR. SevernR. Thames IndiaPakistanBrazilBangladesh AlpsGrampiansPenninesCambrian Mts Spain FranceUKItaly

22. Could be used for: Odd-one out Where am I? Discussion of images used

23. In the news: Missing Headlines Arnie is voted the new governor of California

24. Useful Resources for teaching Knowledge and Understanding of localities

25. What is a ‘locality’? KS1KS2 Minimum NC requirement: A locality either in the UK or overseas Minimum NC requirement: Two contrasting localities. Examples should include one locality in a country that is less economically developed Localities should be an area similar in size to the school locality and the immediate vicinity. At KS2 the locality can extend beyond the immediate vicinity of the school, but still remain a manageable area.

26. Some resources for teaching about specific localities  Published locality packs  Key geographical questions  Usefulness of different sources  Use of photographs  Free aerial photographs/maps  e-pals  Useful websites

27. KNOWLEDGEANDUNDERSTANDING OF PLACES LOCATION OF PLACES AND ENVIRONMENTS IDENTIFY AND DESCRIBE WHAT PLACES ARE LIKE WHY PLACES ARE LIKE THEY ARE HOW AND WHY PLACES CHANGE COMPARISONS WITH OTHER PLACES RECOGNISE LINKS WITH OTHER PLACES National Curriculum: Section 3 KS1/2

28. KEYQUESTIONS Where is this place? What is this place like? Why is this place like this? How is this place changing? How is it similar to or different from other places? How is it connected to other places?

29. What are some key geographical questions for a locality study? What are the main advantages and disadvantages of sources for locality studies?

30. www.imagesoftheworld.org Excellent images from Excellent images from around the world. around the world. Very good section on India. Very good section on India. Put together your own photopack. Put together your own photopack.

31. www.multimap.com Free access to OS map extracts for much of the UK, with corresponding aerial photographs at the same scale Free access to OS map extracts for much of the UK, with corresponding aerial photographs at the same scale Available at different scales Available at different scales Search for places either by name or by postcode Search for places either by name or by postcode Excellent for children to use for areas they are familiar with eg. home area, holiday locations. Excellent for children to use for areas they are familiar with eg. home area, holiday locations. Develops skills in annotating maps and photos Develops skills in annotating maps and photos

32. Which school is shown on this aerial photograph?

38. a large, fast growing online classroom community enables teachers and their students to connect with other classes connects 4.5 million users from around the globe exchanges set up between over 190 countries, speaking 136 languages built-in webmail translation service safety filters FREE!

39. USING PHOTOGRAPHS

40. Activites using the photograph Give the photo a title (to encourage observation) Describe the photo (to develop vocabulary, use of adjectives) Create a field sketch (to communicate pictorially) Annotate the field sketch (to communicate information) Think beyond the photo (extrapolate beyond the area) Create a map (develop links between aerial photos / maps) Think about the locality: Physical features? Human patterns and processes? Environmental issues?

41. Field sketch to annotate

42. Link the environment in the photograph to different views and attitudes: Role play activity Drama work Creative writing

43. EY/KS1KS2 KS3 Only about 40% of pupils now study Geography at GCSE The importance of the Primary Phase in giving children a firm locational framework for studying ‘Places’ in Geography

44. RE-CAP OF OBJECTIVES To look at strategies for teaching general locational knowledge To look at strategies for teaching general locational knowledge To explore examples of useful resources for teaching knowledge and understanding of localities To explore examples of useful resources for teaching knowledge and understanding of localities