Good Geography always starts with… Who? What? Where? Why? When? Please note most images have been taken out from this presentation Anthony Barlow, GA EY.

Good Geography always Good Geography always starts with…starts with…

Who?Who?What?What?Where?Where?Why?Why?

When?When?Please note most images have been taken out from this presentationAnthony Barlow, GA EY and PP Committee

Special places are sensory placesSpecial places are sensory places

► What are our sensory memories of school? What are our sensory memories of school?

► How do we as Geographers try to build these ‘sensory stores’ How do we as Geographers try to build these ‘sensory stores’ up for our learners the future?up for our learners the future?

► Can we do more to encourage the use of children’s senses?Can we do more to encourage the use of children’s senses?

►My contention is …yes, through My contention is …yes, through fieldworkfieldwork!!

My objectivesMy objectives

► Over the past 3 summers I have wanted to explore Over the past 3 summers I have wanted to explore with our year 3 + year 5 children:with our year 3 + year 5 children:

- what they know, where they go; getting them to - what they know, where they go; getting them to standstand and and stopstop and and stare stare andand sense sense saysay..

- to have a ‘sense of’ pride in their area, its history, - to have a ‘sense of’ pride in their area, its history, what it’s like today, where it’s going… it’s c. cohesion what it’s like today, where it’s going… it’s c. cohesion in action!in action!

- give them the idea that Geography lets them off the - give them the idea that Geography lets them off the leash, gives them a say, is exciting!leash, gives them a say, is exciting!

How? How? Through new cross-curricular themes or topics Through new cross-curricular themes or topics

‘My Favourite Place’ and Super Senses’‘My Favourite Place’ and Super Senses’

►Place: Holidays, local, national, global Place: Holidays, local, national, global knowledgeknowledge

►Space: journeys, getting aroundSpace: journeys, getting around►Scale: understanding and making Scale: understanding and making

mapsmaps►Skills: how to investigate the world for Skills: how to investigate the world for

themselves – fieldworkthemselves – fieldwork

Summer holiday ‘home learning’ and a make ‘a journey stick’ idea

Journey sticksJourney sticks

- Opportunity to retrace a journeyOpportunity to retrace a journey- Promotes discussion about a place Promotes discussion about a place

- Challenges youngsters to stand, stop, stare Challenges youngsters to stand, stop, stare and sayand say

See:

www.qca.org.uk/geography/innovating/examples/PDF6r.pdfPrimary Geographer, Journey Sticks and Affective Mapping, Spring 2006, Jane Whittle

At 4 metres long… it is a touch, smell, sight-filling feast

The children were charged with emotion and wanted to do something!

The project spread –we got some great recounts…

Your task…Your task…►Look at the big books of placesLook at the big books of places►What senses do the pictures evoke?What senses do the pictures evoke?

(write round the middle)(write round the middle)►What do you What do you

like… like… hate…hate…

want to know about … want to know about … like to know more (wonder) like to know more (wonder) about these places…about these places…

I would do this with the children to try and build vocabulary, especially for writing!

Final challenge: Final challenge: Zoom by Istvan BanyaiZoom by Istvan Banyai

►How could we use this to create a How could we use this to create a sense of place, space and scale?sense of place, space and scale?

► Is this a way we can start to discuss Is this a way we can start to discuss the interconnected world from the the interconnected world from the personal>local>national>global with personal>local>national>global with the youngest children? the youngest children?

►http://www.youtube.com/watch?v=1RPeFJJF73k