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Primary Geography in the 21st Century
Tracey Charlton 0505790
Tracey Mardell 0505744
Our Vision
“Geography can nourish and enrich a whole
lifetime of learning” the Geographical
Association (2009, p.5).
“A different View: a manifesto from the
Geographical Association.
http://learn.winchester.ac.uk/mod/resource/i
ew.php?id=37850 9 (accessed 20.11.09).
A Great Recipe for Geography Follow these simple instructions for teaching
children Geography in the 21st Century. • Personal audit of Geographical knowledge and
understanding.• “For the teaching of geography to be done well, it is vital for teachers to continue to
develop and maintain personal subject knowledge” (Catling1998, p.36).
• Carry out your own research of the learning environment.• Quote own learning
• Plan for specific learning, but be prepared to deviate. “…let pupils ask their own questions to steer their own learning?” (Lane, 2006. p.16)
• Prepare resources in advance.Quote Quality of resources
• Ensure careful and thorough preparation.• Risk assessment trips and safeguarding ref internet “Safeguarding children and young
people in both the real and virtual worlds is everyone’s responsibility” (Becta, 2008, p.6).
Geography needs your Help!• Increasingly in schools today Geography is perceived as a subject
where the children:• Under-achieve• Have teachers that • Lack of subject knowledge, low expectations and poor planning • Poor leadership of the subject • Assessment is weak • Use of outdoor learning ,such as fieldwork, is underdeveloped • Views of geography are at odds with perspectives on children’s
learning• Good primary geography exists and should be emulated
• Ofsted
You will need:• Geographical Enquiry and Skills• Knowledge and Understanding of Places• Knowledge and Understanding of Patterns and Processes• Knowledge and Understanding of Environmental change and
sustainable development• Knowledge, skills and Understanding of Localities• Every Child Matters Agenda• Cross-curricular links• Resources: (maps, globes, artefacts, imagery, access to environments etc)
• Outside learning• Assessment opportunities• Passion for teaching Geography• Enthusiasm• Wellies, waterproofs and a smile!
Geographical Enquiry and Skills (1a-d)
Enquiry quote…..
Theme and Ideas
First, ask the children geographical questions:…..
Next, observe and record….
Then, express their own views about people, places and environments…
Finally communicate in different in ways….
Enquiry is thinking skills
Suggested resource….enquiry dice
Method(enquiry) get them to ask qs, obarve and record, express views about
people place and environment communicate i
First, hook your children, enthuse, excite and intrigue them.
Picture or film that engages the pp audience but could be used for the chn too. will get them thinking, engage them
Teaching tip …web site, book suggestion, game? An idea, idea artefact postcard, what it strand does it cover?
Quote to back up anything we have said.Use critical points…be aware of Stir thouroughlyAssess…check understanding by
Skills…
• Geographical enquuiry vocab
• Field work
• Globes, maps
• Scondary sources, map making
Knowledge and Understanding of places (3a-e)
• Places Quote
• First get the children to identify and describe what a place home or abroad is like: Describe its:
• Weather• Location• Human and physical features • Peoples lifestyles • Location compared to our own • How the place evolved to its current state?• How it may change in the future?• The links between places (e.g Trade imported and exported)• ECM- Enjoy and achieve (other places and cultures)
(Take Flat Stanley into your classroom http://www.flatstanley.com/
(game: map/ life journeys)
Knowledge and Understanding of Patterns and Processes(4a-b)
• Quote
• Children should observe and
identify where things are
located • Recognise changes in the
physical and human features
and the impact they have on
the world.
Environmental changes and sustainabilty (5a-b)
• Children recognise the changes in the environment:• Children learn how we can make a difference to
improve and sustain our environment e.g. Reduce pollution, recycle walk to school. Recognise how environment may be improved and sustained
• ECM: Making a Positive Contribution through Global Citizenship.
Breadth of study??? Shold already covered in other
ones!!• KSU through study of two localities
• Uk
• Overseas
• Loacl scale and field work
Let’s make Geography Fun!
Let the children:
Play
Explore
Engage in meaningful real-life experiences
Outdoor Experiences:
Multi sensory
Be creative: Scrap booking (sense of ownership/belonging)
Excitement
Awe and Wonder
Inspire with great Geography
• Challenge children’s thinking with
• Images
• Untainted view of other places
Assessing…tasting final product
Concluding statement• Vision….
• Our vision for making good geography
• Mouth watering
• Addictive
• Craving
• Play on the words
• Take another slice
• essential
BibliographyLane, A. (2006) “Talking Through Enquiry” In Primary Geographer Summer 2006 on LN
Becta (2008) “Safeguarding Children Online: A Guide for School Leaders
publications.becta.org.uk/download.cfm?resID=35298
Catling, S. (1996) “Geography in the National Curriculum and beyond” in Carter, R.
Handbook Of Primary Geography Sheffield: The Geographical Association