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Using geography's key concepts to plan learning
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Planning with `big ideas’ Planning with `big ideas’ (or key concepts)
National Curriculum links to geography’s big ideas
Land – use KS2 – 6dPattern Pos 4
Ks2 1d valuesEmbedded in NC
Places Pos 3
ConnectednessCulture & Diversity
Physical & Human
processes
NC Pos 4NC Pos 5
Environmental change &
sustainability
ScaleKS2 Pos 7aLocal, RegionalGlobal
Place
NC Pos 3 Space
ENQUIRY&
SKILLS
Starting point: What if? A book about recycling
GEOGRAPHY
PLACE & SCALECoastal location (local)Decide on a real place where this event could have happened – photographs & maps•What is this place like?•How do I feel about this place?•How is this place linked to other places?ENVIRONMENTAL
INTERACTION (including ESD)
Waste, safe disposal, recyclingShipwrecks, salvage, safe disposalFinite resourcesRecycling in school/ energy saving schemesLooking at traditional societies that regard the earth as sacred – take only what is sustainable – GLOBAL FOOTPRINTS
CHANGING HUMAN and PHYSICAL PROCESSES
Coastal erosion (How the water wears away the cliffs and rocks and reshapes them)Sorting activity – pebbles from the beach – sharp pebbles, round pebbles, glass pebbles etcVideo/ movie clip – the power of the sea
LOCATION & SPACEWhere could the bottle float to? (Use of maps, globes, Google Earth).Use Google Earth, Live Local, Google Maps, Globe TossingRole Play activity – travelling to distant placesBee Bots – where in the world – travel mat
INTERDEPENDENCE &
CONNECTEDNESSMessage in a bottle OR in the post (the way we are linked to other people and places around the world)Internet – real stories – message in a bottle
Curriculum LinksArt, science, PHSE, citizenship
1. Start with …
the content of the source to develop an outline plan for a short or medium term unit.
2. Use the source in conjunction with an outline planning frame to identify key learning concepts that will be the focus of learning for your class. An exemplar frame has been provided for `What if?
3. Decide which are the two/ three most important geographical concepts (you have) listed on the frame. These will form the basis for the children’s learning so highlight them. Do the same for other subjects. The time that you are able to devote to this unit/project will influence your choice.
4. Identify additional resources that will help you to provide more in-depth learning in relation to identified concepts.
5. Plan activities to support learning.
A possible planning sequence
Use a mix of given and children’s own questions as a starting point - some prompts may be:
As a class, choose the most relevant questions to investigate.
What have we found out? Do we all share the same point of view? How does this affect our lives? What does it mean to us?
What has this experience taught us? How do we know? Has it changed our thinking and if so, how?
What new questions do we have?
How will we analyse and present information?
Starting Point and Focus
What do we do with this knowledge? Who can we share it with? And how?For example:
An EnquiryFramework
Planning Starter 1
Key Questions
Planning focus area
Geographical skills Fieldwork?
Links with other curricular areas
ResourcesAspects of ESDEconomic, Environmental, Social / 8 doorways / ESD concepts?
What do I want pupils to get out of this?
•This is an example – yours does not need to look like this
OutlinePlanning
exemplar
Food – should we buy from local sources?
Ensuring the place of geography in a cross curricular topic, e.g. food
PLACE
SPACE SCALE
CONNECTEDNESS
Planning learning …
STARTING POINTS
GEOGRAPHY
BIG IDEAS
ENQUIRY & SKILLS
Place
Scale
Making comparisons
Interconnectedness
Space
My enthusiasms – something I can deliver with passion
Provide a shared experience to build on – basis for common understanding
How we make the geography accessible to children
Asking questions
Using pictures/ photographs/maps
Drama, role-play, enactment
The `learning skill’ is focused on helping children to make connections
… more ideas to get you thinking
Wellies on WednesdaysLilli asked us all to feel the bark
on the tree
Elisa is drying her butterfly wings
Ben found a fir cone
Jane Mulligan, Austrey Primary School, Warwickshire
Middle YearsMiddle YearsEaster holiday geography homework challenge
Can you collect together:“Top Ten reasons why Cambridge is a great place to live.”
You can…..
Middle years Easter geography challenge
was to choose their top ten favourite places in
Cambridge and present them in any way they
chose. Posters, scrapbooks, leaflets and folders of photographs,
drawings, labels and information texts were
collated by around 70% of the children.
Over Easter I set up a whole school geography homework challenge (excluding Year 6 who had SATS homework).
Geography Geography ChallengeChallenge
Kings Hedges Kings Hedges Primary School, Primary School, CambridgeCambridge
Journey Sticks and Affective Mapping
Jane Whittlehttp://www.teachers.tv/video/23949
Teach specific skills and involve pupils (Y4) What route shall we take?
Paula Owens, Eastchurch Primary School, Kent
Map Art
Anthony Barlow, St Peter’s Smitshill Dean
Establishing cross-phase links …Establishing cross-phase links …
Wendy Hardman, Leighton Primary School
Contributing your ideas and resources to the
Young Geographers project page
Guidance
Submitting resources for the project website
On the front page:Title: An Island Home Key Stage/ Year Group: Year 2Approach:Use of story, maps, plans and
ICT to find out about a distant locality; use of Roamer (floor turtle)
Concepts: Place, space, environment Key Words: island, village, Coll,
Scotland, local area, map, key, journey
Plan a short sequence of 3 or 4 learning activities
• Show how these are linked through an outline plan
• Write up each learning activity (briefly – no more than one side of A4):– Key Question– Learning objectives– Learning outcomes– Resources– Brief activity description (could be written as an
instruction or recount – personal preference)– Where next (or extension)
Background information
• Your school (a few sentences about where you work/ or about the school you are working with)
• Why the content was chosen• Resources (a list of any resources you choose to
provide – e.g. additional PowerPoint – but no more than two/ three)
• Evaluation - what worked well