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Teaching Place in Primary Geography


Title: Teaching geography at Key Stage 2 Author: slockwood Last modified by: hworkman Created Date: 2/4/2003 1:13:59 PM Document presentation format – PowerPoint PPT presentation

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Title: Teaching Place in Primary Geography

Teaching Place in Primary Geography
  • Planning creatively for effective learning

Starter Activity
  • Using the world map and coloured pens
  • Where does your school take the children in a
  • How do they get there? E.g. stories, geog, music,
    art, etc.
  • What do they do while there? E.g. rivers, songs,
    grammar, environment, history, etc.
  • Discussion What are we trying to achieve by
    taking children to different places?

Studying places
  • Provides opportunities to
  • Use and develop an interest and natural curiosity
    about places
  • Explore ideas and skills and extend language
  • Develop existing knowledge and understanding of
    other places
  • Examine and clarify existing experience and
    awareness of places
  • Develop spatial awareness on a range of scales,
    up to the global
  • Recognise our interdependence with the rest of
    the world
  • Build positive attitudes towards other people
  • Build from a local perspective to a global
  • Value diversity in places, environments and
  • Combat ignorance and bias to avoid stereotyping
    and prejudice

Where does place fit in?
  • NC KS1
  • Identify and describe what places are like
  • Identify and describe where places are
  • Recognise how places have become the way they are
    and how they are changing
  • Recognise how place compare with other places
  • Recognise how places are linked to other places
    in the world

  • NC KS2
  • To identify and describe what places are like
  • The location of places and environments they
    study and other significant places and
  • To describe where places are
  • To explain why places are like they are
  • To identify how and why places change and how
    they may change in the future
  • To describe and explain how and why places are
    similar to and different from other places in the
    same country and elsewhere in the world
  • To recognise how places fit within a wider
    geographical context and are interdependent

(No Transcript)
Locational Understanding from..
  • A mental map of
  • experienced places
  • conceptual places
  • through evidence/sources
  • making links
  • themes
  • people
  • landscape
  • what it is like
  • commonality
  • differences

By triangulating, we can develop a sense of
  • The teachers role (Weigand)
  • Develop an accurate framework of locational
    knowledge (I.e. where places are)
  • Provide accurate mental images of the nature of
    other places
  • Foster positive attitudes towards distinctive
    aspects of other places and ways of life

The Cube model a unity of approach
Environment Pollution Damage Quality of
life/place Sustainability
Enquiry, fieldwork, using geog terms, map work,
photos, ICT, maths, transposition, reading,
writing, etc
Human Settlement Population Transport Services Wo
rk Leisure Agriculture Industry
Physical Water Rivers, Seas Coasts Mountains Weat
her Erosion Climate, Seasons vegetation
Local Regional National World Near Distant Contras
ting Comparable
Describing Locating Connecting Changing Causation
Triangulating with the concept cube
Themes through Localities
What can we learn about homes and the way we live
in the world?
Localities Through Themes
Can we check our ideas by applying them to case
How do we cover it?
How do we cover it? 2
Interactions Processes, Issues, Places
Progression of Concepts of Place
  • From self to other challenging abstraction
    and imagination
  • Knowing/learning about their own place home,
    school concrete experience, embrace places

  • Applying ideas about places they know
  • Maps, plans, atlases
  • Directions
  • Measurement
  • Distance
  • What it is like to live there
  • Homes
  • Buildings
  • Water
  • Food
  • Etc.

  • Abstracting ideas applying them to other
  • Barnaby Bear the early vicarious approach
  • Passport to the world often and regular
  • What it is like Comparison of key ideas
  • Weather
  • Settlement and peoples needs
  • Landscape rivers, mountains
  • Adaptation to the physical clothing, buildings,
    lifestyle, etc.
  • Environmental comparison quality of life/place
  • Beliefs, values, attitudes and reactions case
  • Learning by reference to self avoid learning as
  • Developing attitudes about places and people
  • Developing an understanding of how places shape
    people and people shape places empathy and

  • Use approaches that challenge pupils to develop
    views 2 approaches inductive/deductive
  • 1. Set out to predispose children to think
    positively about places and people. (Weigand)
  • Clear outcomes, carefully managed learning
  • Mapped skills approach
  • Themes building to overall set enquiry
  • Positive sources, stimuli and information
  • 2. Open up processes by which places become
    known and through which attitudes become
    developed and expressed
  • Enquiry produces its own outcome
  • What is the place like and why?
  • How might it feel to be part of this place? How
    do I know? How could I find out?

  • Applying skills to understanding places
  • Use of atlas, maps, etc.
  • Factual information gathering from directed to
  • Library skills
  • Use of visual photographic, film, video, etc.
  • Measuring fieldwork skills and peoples views
    and attitudes
  • Understanding patterns and processes climate,
    weather, settlement growth, etc.
  • Learning about culture

Map Skills
  • Look at the progression list for each Key Stage
    taken from Simon Catlings Placing Places
  • Where do you do these things?
  • He identifies 10 competencies to the skill of
    using and drawing maps

Map Competence
  1. Understand the title of a map
  2. Appreciate its purpose
  3. Use the key or legend
  4. Understand that symbols stand for physical and
    human features
  5. Appreciate the extent and limitations of
    information on a map
  6. Locate places using grid references
  7. Use compass directions on a map
  8. Know how to use the scale bar to measure
    distances and understand these distances in
  9. Use the contents page to find relevant maps and
    information in the atlas
  10. Use a map index to locate places

But what of the conceptual leaps?
  • Transposition from 3 dimensions to 2
  • Globes, atlases and maps
  • The understanding of distance and scale
  • Direction and orientation projections of the
  • Symbols, colour and types of information
  • Height, slope transposition again
  • Constructing a map
  • Interpretation what information do I need and
    in what order do I use it? How useful is it to
  • Transposition from 2 dimensions to 3 again
    travelling with maps identifying features in

  • Geography
  • Provokes and answers questions about the natural
    and human world
  • Uses different scales of enquiry
  • Views the world from different perspectives
  • Develops knowledge of place and environments
  • Develops investigative and problem-solving skills
  • A focus for understanding and resolving issues
  • Encounter different cultures and societies
  • Understand interdependence and reliance
  • Inspires pupils to think about their own place in
    the world, rights and responsibilities
  • Think globally, about nature and people

  • Above all, Geography should
  • Inspire children to look at the world more
  • Stimulate their curiosity about other people
  • Make them angry, sad, happy about what people do
    to their world
  • Involve them in playing a part in improving the
    world they live in
  • Promote a sense of stewardship that what we do
    must be for the future of the world
  • Instil in them a sense of awe and wonder at the
    beauty of the world and all its possibilities
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