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