- Locate the page `Living Geography’ which is part of the Geography and Global Dimension On-line CPD unit and then plan an activity that involves fieldwork and the children you teach.
- Look at the case studies on this Blog site and choose one to adapt for your own teaching – they are all listed along the banner at the top of this page.
- Download the PowerPoint from the Planning and Resources Page of the GA CPD Unit and adapt it for a unit of work that you are going to teach – you will find examples of ways our teachers have done this if you check out the case studies. You’ll find Zoe’s version for her Chembakolli Unit here >>>
- Share some of the work that you have done with your children so that we can build up a wider bank of case-studies.
At the last session of the Geography and Global Dimension twilight session some teachers of younger children expressed concerns that we hadn’t focused enough on early years. Here are some suggestions for where you might look:
Start Local Think Global scroll down the page until you come to `If you’re not from the …’ and `When I went to the …’
We held the second session of our dissemination twilights for teachers last night at Sheffield Development Education Centre where it was good to meet so many enthusiastic teachers from Sheffield schools. Helen shared a number of activities which use photographs to develop critical awareness and challenge assumptions.
You can download her Word document here >>> Photo Activities
In the Picture – using images to develop learning in geography and history
Something from Wendy with an ICT focus (which we didn’t share last night but which might be useful:
Until I retired I regularly kept a blog called Everyday Geographies where I shared ideas and resources – a good place to start looking would be:
Map IT, Picture IT, Write IT a presentation in two parts that I put together for The Education Show in London (2009).
Everday Geographies is worth a look as there are lots of useful resources/ ideas listed on the site.
We had a very good evening and the staff at Jump Primary were fantastic! (Say thank you again to them from me Zoe.) I changed things round a bit from my original programme, deciding that everything except the `Danger of a Single Story’ should go first.
So I began with a short introduction about the project- mainly for Lucy’s benefit as Zoe’s staff already knew something about the background. I was able to flag up the online CPD unit on the Geographical Association website:
Next, we talked about what we’d learnt from the project, i.e. `Steps on our learning journey’ and then moved onto look at `The Geographical Questions’ that I had linked to our fieldwork visit around Wortley Village. These can usefully be used in relation to places in our parts of the country/ world and our Year 2 project group found them very valuable. (They also enjoyed their fieldwork experience.)
We ended with the Danger of a Single Story, which went down very well with all of our teachers – we had some very positive comments at the end of the session which I felt had a significant impact on their thinking. It will be good to see how they follow up this initial input.
A geographical understanding of the world (places and spaces and people’s relationship with them) supports a greater understanding of global issues / key concepts (interdependence, human rights, values & perceptions, global citizenship, social justice, diversity, sustainability, conflict resolution).
- The Danger of a Single Story: teachers need to be aware of the limitations of their own perspective on issues, places and people; to broaden and deepen their own and pupils’ understanding and challenge assumptions, prejudice and discrimination.
- The Global in the Local: recognise the global context of our local lives.
- Recognise the interconnectedness of people, places and spaces locally and globally
- Here as well as there: we need to ask the same questions in our own locality / country as in other localities across the world. Understanding their own locality helps children to understand distant ones (e.g. look at local forests when studying rainforests).
Some principles drawn from Year 2 of the project
When we embarked on this project we felt it was important to acknowledge the part of the values and attitudes that we, the teachers, hold about the world as this can be so influential on the way we work with children. During the second year of the project we shared the TED video:
Chimamanda Adichie: The danger of a single story
This video made a significant impact on all of our project teachers and they continued to refer to as we evaluated the success of the project.
We also asked them to bring along an object, or book, or memory – something to talk about that helped us to discover what informed their perspective on the world. This activity is explained in further detail on the Geographical Association (GA) website – see Start Global/ Think Local >>>
You will also find two activities for use with children on this page of the GA website.
During the last project meeting of the summer of 2012 we sat down to tease out those aspects we felt had made the project successful. We also wanted to identify the lasting legacy, i.e. what teacher’s would take away with them and that they would continue to put into practice in their own classrooms.
In terms of offering a shape for any further projects that might be run we put together these points:
- It starts with us the teachers – exploring the values and attitudes that we hold and developing and extending our conceptual knowledge and understanding in relation to:
a) Geography, and
b) What we mean by the Global Dimension.
2. The focus moves onto the children we teach – we provide opportunities and develop learning experiences in order to support our children as learners. We extend and challenge learners through enquiry learning and P4C.
3. We think through the issues and support our children to `Take Action’ and we square the circle by considering the place of charity
Wendy & Ann