Joyce Hallam HT and teacher for a Year 5/6 class at Hawkshead Primary, Cumbria

Do pupils see themselves as geographers by the time they leave Primary school? How do they think of geography? Does it cross boundaries into other subjects, if so which ones and where? Should we call it geography if it is part of 'sustainability and global learning‘ or P4C? Should we seek to identify all possible opportunities for geographical input when we plan a unit of study at the primary level?

From the GA Theme for this year 2015….

What impact does geography, as a subject and academic discipline, have on young people? The time is right to take stock, seek the views of young people and celebrate success. How do we ensure geography is seen by young people to be much more than just another school subject or academic discipline….

78 pupils (61 from Primary Year 6 and 17 from Secondary Year 7) completed the questionnaire on Geography and staff from 8 school completed the staff questionnaire about teaching geography.

What is Geography?

Events of world importance eg The Twin Towers..

Geography is about the future….

weather, continents, erosion, land features, environment, where places are…

Things that happen in the world…

Where places are, maps, travelling.

Nature, rainfall, landscapes, climate, rivers, volcanoes…

Countries, population, The world and its issues…

Farming, Global warming, world religions…

2.Which topics or activities have you done in school that you think could be part of geography?3.Can you think of other subjects or areas of study that are linked to/over lap with geography? Give examples of how you think they are linked.

2.Mountains, rivers, watercycle, flooding, volcanoes, agriculture, Citizenship, Capital cities, S America, orienteering, co-ordinates,Chembakolli, Barney Bear, Natural disasters, Rainforests, Atlas work, linking schools, different countries rights, Fair Trade, Nepal, New Zealand..

Art, music, (where composers are from) French, literacy, maths,(KM2/coordinates) PE, (Orienteering) ICT, Global Citizenship, Harvest round the world,

History/Vikings, science - space

4.What areas have you studied in geography and other subjects that you think will help you to become a global citizen?

FAIRTRADE

HOW MUCH PEOPLE EARN

HUMAN RIGHTS

LITTER PROJECT

CHILDREN IN NEED

RE

5.Do you think geography is an important/relevant subject? If you do, why do you think that it is important?

Yes it is important because:

*you may go travelling

*you need to know about the world

*it helps you be a global citizen

*helps you understand how people live in other countries

*We learn about other peoples’ culture so we will be civilized…*Helps you through life…*it basically covers every subject*We need to know about global issues because we will be the ones to grow up and the ones to sort them out!

6.In what ways is geography relevant in the 21st century? What issues does it explore that are important in the 21st century?

It is relevant because:

THE WORLD IS ALWAYS CHANGING!

ISSUES SUGGESTED WERE:

*global warming, Rainforest destruction, flooding, pollution, fossil fuels, energy, recycling, saving water

*Developing countries, politics round the world, food, jobs, businesses, selling and trade, travel, cures for the sick, Global rights

*Communication and new technology

STUDENTS HAD A PRETTY GOOD IDEA OF WHY GEOGRAPHY IS IMPORTANT!

7.Would you choose to study geography at secondary school or beyond that? If yes-why?

Yes No Don’t know

number

of

pupi

ls

equals 5 pupils

Yes, because we want to know about the issues of the world..

Yes because it shows us what the world is like for other people and we can make a difference….

No because it is boring….(Most no responses came from the same school- is this an issue to do with how it is presented??)

8. What sort of jobs can/do people who have studied do?

explorer, sailor, reporter, Council planner, gardener, landscape architect, meteorologist, spy, farmer, field studies worker, taxi driver, teacher, map maker, National Trust worker, TV presenter, Global leader, charity worker, Outdoor ed instructor, Selling houses, protecting the environment, photographer, Egyptologist….

Pupils had a broad understanding of what kind of jobs could be done with a background in Geography!

9.How would you go about telling other students that geography was a good subject to study? - put down your ideas for an advertising poster to encourage people to study geography

Tell them it promotes life skills, there is lots done outdoors and you use maps…

Use posters and power points…

10.What is the best thing about geography for you? What is the thing you least enjoy?

Best is:

*Active lessons outdoors

*maps and Atlas work

*Finding out about the world

*orienteering

*Natural disasters

*Fair Tradeworst is:

*wars in different countries

*research

*Drawing maps

*other countries misfortunes

*bookwork

*town problems

In summary - What impact is Geography having on young people?

Looking at the above responses, the overall impression is that pupils have a positive view about Geography and very much understand its value as a subject that:

*teaches you important things about the world in which we live

*changes and evolves as the world is increasingly a challenging place to be

*crosses many subject boundaries whether covered in a topic format or as a discrete subject

*has relevance in every day life and is important for the future not least as it raises a global awareness, essential to pupils in the 21st century

*Can lead to a wide variety of interesting jobs because of the knowledge and skills acquired

The challenges that are highlighted by the research?

Why do some pupils find it boring?

WHY DO ONLY 52% SAY THEY WOULD STUDY THE SUBJECT FURTHER, WHEN THEY HAVE A PRETTY GOOD UNDERSTANDING OF THE VALUE OF THE SUBJECT AND A PRETTY POSITIVE VIEW OF IT OVERALL?

What would results look like from school who were not GLP schools, or in the GA or where geography was not high profile?

Your views - pair and share

Suggest:

Like all our favourite subjects at school much was down to the teacher and how the lesson was taught!

All subjects, at some point can be supported and enhanced by a knowledge of Geography and application of geographical skills…

BRAINSTORM EXAMPLES- pairs

HISTORY

SCIENCE

ART

MUSIC

RE

MATHS

ENGLISH

DT

ICT

MUSIC

OUT DOOR LEARNING

Geography Questionnaire for the GLP partner schools groupName of school:1.Is geography taught as a discrete subject or within a mixed topic at your school?2.Do you think pupils associate Global Learning with geography or do they see it as something separate?3.Is geography given high profile in your school at all key stages? Ie is there planned skills, knowledge and understanding progression?4. Have you heard of the GA or the Geography Kitemark?5. Do you have a specific subject leader for geography?6.Do you address you geography topic through other subjects as well eg literacy, maths, art, music?7.What percentage of the timetable is given over approx to geography? (where 25 hours a week is used approx and one hour is 4%) . Include cross over geography, when covered in a relevant way, in other subjects eg writing up a local study in literacy.8.Do you think raising the profile of geography would have an impact on pupils’ interest in global learning?9. Does the SLT support and promote geography and Global learning in your school?Many thanksMrs Joyce Hallam

1.Is geography taught as a discrete subject or within a mixed topic at your school?YES - 6 NO - 22.Do you think pupils associate Global Learning with geography or do they see it as something separate?

WITH GEOGRAPHY 6 SEPARATE 2

3.Is geography given high profile in your school at all key stages? Ie is there planned skills, knowledge and understanding progression?Yes - 6 No-2

4. Have you heard of the GA or the Geography Kitemark?Yes - 6 No - 2

5. Do you have a specific subject leader for geography?

Yes - 7 No -1

6.Do you address you geography topic through other subjects as well eg literacy, maths, art, music?Yes -7 No - 1

7.What percentage of the timetable is given over approx to geography? (where 25 hours a week is used approx and one hour is 4%) . Include cross over geography, when covered in a relevant way, in other subjects eg writing up a local study in literacy.4% - 6 more - 0 less -1 varies -1

8.Do you think raising the profile of geography would have an impact on pupils’ interest in global learning?Yes -8 No -0

9. Does the SLT support and promote geography and Global learning in your school?Yes - 8 No 0

What does this tell us about how we teach Geography and impact we have?

75% the schools/staff who answered the questionnaire held geography in high esteem and 100% had the support of SLT and someone designated to oversee geography. Most schools allowed a reasonable amount of time for teaching geography. All staff felt that raising the profile of Geography would improve understanding of Global Learning…

So how to make an even greater impact on our pupils?

How critical, given its relevance, is it that all our planning reflects a global element and that every opportunity is sought to integrate geography across subject boundaries?

Responses and Venn Diagram exercise

GeographyA locate, countries places and geographical features in the world like rivers and mountains.

B Understand maps and scale and be able to use a range of maps

C Understand the processes and interactions that explain how features like caves, coasts, volcanoes/mountains and rivers were formed

D Know there are patterns of how these features can form and where they can be found and these can change over time and space.

E understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Fhuman geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

HistoryA People, events, situations and developments how people’s lives have shaped this nation

B How Britain has influenced and been influenced by the wider world

CChronology and characteristic features/diversity

D know and understand significant aspects of the history of the wider world

E abstract terms such as ‘empire’, ‘civilization’, ‘parliament’ and ‘peasantry’ (Justice/Human Rights)

F the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long term timescales (Peace Conflict and

social justice in history) G Evidence /Interpretation of it

H Cause/effect - eg industrialisation led to massive pollution

I Change/continuity over time J Similarity/Difference applied to different times in history and present day

GlobalA Social Justice and equity (Fairness and Human Rights)

B Diversity (similar/different concept)

C Globalisation and InterdependenceD Migration and movementE Sustainable developmentF Peace and conflictG Global relationshipsH Actions of governments I Actions of citizens J Business and technology

Knowledge and Understanding

GeographyA To be able to interpret 'Scale' to view places from global to local levels.

B the application of skills in observing,

C collecting, analysing critically,

D mapping and communicating geographical

information to locate countries

and describe features studied E organise information, suggest an explanation or assist decision-making

F the location of points, features or regions in absolute and /or relative terms and the relationships, flows and patterns that connect and / or define them.

G enquiry that leads to answering questions, opening up problems and issues and moving towards general

principles and solutions,

GlobalA Critical Thinking/planning

B Ability to communicate effectively

C Ability to challenge

perceptions, injustice and inequalities

D Respect for people and things

E Cooperation and conflict resolution

F Sense of Identity, belonging & self esteem

G Empathy

H Commitment to social justice

I Value and respect for

diversity/ Multiple perspectives J Concern for the environment and sustainability

K Belief that people can make a difference

L Cooperation /Teamwork M Reflection & evaluation

HistoryA Questioning/thinking and Planning

B Finding and Selecting

C Using Information

D Enquiry

E Using and analysing evidence critically

F Presenting and communicating effectively

G Memory and Understanding

H Developing a line ofReasoning/arguing a case

I Making Decisions and Solving Problems

J Learning with and fromothers/respecting difference

K Roles and responsibilities eg towards others and the planet

L Influencing and negotiation/make a difference

M Curiosity/EMPATHY

N Exploration/EMPATHY

Skills and Attitudes

Geography only History only

Global/Geography/History

Knowledge and Understanding

Geography only History only

Global only

Skills and Attitudes

Global/Geography/History

Venn Diagram exercise - results/massive relevance to 21st century teaching and learning…

Geography values and attitudesGeography supports the development of informed views and values about and towards people, places and environments. Through geography, pupils explore not just 'core' knowledge about the world but also encounter a range of information about people, places and cultures. Avoiding the 'single story' helps to challenge stereotypical thinking and develops understanding of diversity.

Parliament and LawCrime and Punishment AD 50-present

day

Subject/Topic Outcomes

Elements of Global Citizenship

Key questions to support planning of activities

Skills

Values and Attitudes

Knowledge and Understanding

•Critical Thinking•Ability to argue effectively•Ability to challenge injustice and inequalities•Respect for people and things•Cooperation and conflict resolution

Highlight Elements of Global Citizenship covered by key questions and incorporate into planning

*To understand how laws are made and why we need them

*To understand how we can have a voice in society and what it means to be a global citizen

*To know who our MP is and how parliament works

*To understand that how a land is governed has changed over time

To know that society’s views of Crime and Punishment have changed over time

*To be able to discuss some of the changes in crimes and punishments and compare the past to present day seeing similarities and differences

*To know who has influenced the changes – Kings, Government, Religion and the people

*To know that in other countries governance and law may be different to ours

*To understand the importance of the law and governance in influencing social justice and the impact this has had in our country and others as regards what is seen as a crime and an acceptable punishment

*How and why has our concept of fairness changed over time?

*Is the world fair today for everyone/Are there in equalities, if so why?

*Who decides what is a crime and a fit punishment? Does this differ in different countries?

*Were people in the past punished for being poor? What do we mean by punished? Are you more or less likely to commit a crime if you are poor?

*Who were the key players in history in the fight for social justice? Martin Luther, Nelson Mandella, Elizabeth Fry

*How did the Industrial Revolution contribute to globalisation/inequality/injustice (slave Trade?)

*How does modern globalisation contribute to unfairness and injustice? (cheap labour/trade/modern day slavery)

In what ways did/have invaders and settlers contributed to the development and change in our system of justice/crime and punishment?

*In what ways may our behaviour and values/attitudes be influenced by our knowledge of interdependency and globalisation? (what we buy/wear)

*Is it a crime to think differently to our politicians, religious leaders and other key organisations? Was this ever different? Is it the same in all countries?

•Sense of Identity, belonging & self esteem•EmpathyCommitment to social justice•Value and respect for diversity•Concern for the environment and sustainability•Belief that people can make a difference

•Social Justice and equity (Fairness and Human Rights)•Diversity•Globalisation and Interdependence•Migration and movement•Sustainable development•Peace and conflict

benin global plan

hand out of glp and history overlap