Presentation used at Discover the World CPD event - July 2012

1. Developing a Global
Sense of Place at KS3
Alan Parkinson
Geographer
Formerly GA Secondary Curriculum Development Leader
@GeoBlogs

2. “Now run up
the stairs...”

3. What is a ‘sense of place’ ?

4. KS3
No National Curriculum ?
Opportunity for ‘creative’ curriculum ...
Work of GA’s National Curriculum group emerging later this
year....

5. Sessions
1. Where in the world ?
2. The whole world in your hands...
In each session:
Pedagogy - teaching and learning
Ideas to take away and use

6. Resources
Pack on the desks - thanks to DTW for duplication
http://slideshare.net/geoblogs
DROPBOX shared folder

7. Session 1: Where in the World ?
What do we mean by a ‘sense of place’
How do we develop one ?
How do we develop our students’ sense of
place ?

10. 1967

11. “Place is one of the trickiest
words in the English
language, a suitcase so
overfilled that one can never
shut the lid...”
Dolores Hayden, 1997
Image by Tim Caynes C
Flickr

12. “a meaningful
segment of
geographical space”

13. “Childhood is a branch of
cartography”
Michael Chabon

14. What does Norfolk ‘mean’ to you ?

15. How do we get to ‘know’a place
Activity / Discussion point

16. Wordle of results...

17. Word Clouds - pros & cons

18. ...more word clouds...

19. Haiku

21. “the visceral essence of
place”
Rachel Cook (2008)

22. Gulfoss, Iceland

23. My attempt
At the waterfall
A congregation of ice
Shouts out ‘Let us spray’....

24. Your turn...
Photosynth
http://photosynth.net/embed.aspx?cid=a1019c04-6f5c-4ffe-
ad2c-9cd0d5a22010&delayLoad=true&slideShowPlaying=fal
se

25. #haboobhaiku

26. Start of enquiry ?

27. Global Images
Colliers Green Focus - importance of images...
How do you source / share images ?

28. Think inside the box...
Authentic learning
Artefacts...
Where can you get them from ?

29. Landscape in a Box
Examples from Noel Jenkins
http://www.digitalgeography.co.uk/archives/2012/02/
landscape-in-a-box-vol-1/
VIMEO: http://vimeo.com/37202192

30. Activity
What would go in a bag to
represent your ‘place’ ?

31. We’re all going on a summer
holiday
Colleagues...
Google Map - destinations
Pile of Blank DVDs

32. Google Docs
Collaborative documents / presentations
Add a slide for a new place...
Building up an ‘atlas’ of places..

33. Image of the Day
http://www.discover-the-world.co.uk/school/trip/en/study-
aid/photo-a-school-day/archive-images.html

34. ‘Sense of Place’

35. “Geography” – GA
journal
Autumn 2008 issue

36. Reading
Travel Writing
Tourist Guides
Blog posts
Twitter feeds
Image: Shafik Hansraj

37. Geographers do not just see a place as an
Eleanor Rawling
‘objective thing’ in the world that can be
described and explained as they build up
geographical knowledge.
‘Place’ is also experienced on a personal and
deeply emotional level.
Eleanor Rawling

38. Discussion point
How can you develop an emotional
connection with a place that you have
never visited ?

39. Mapping - homeworks...
es/7315705442/in/photostream

40. ‘Placeless places’....

41. 2. The Whole World in your Hands
“You cannot write if you do not read.
Getting literature into your head is the
only way of getting it back out.”
Simon Armitage

42. Don’t be afraid to teach...
If learning is paramount, teaching is
subservient to, and led by, the learning. We
become embarrassed by teaching, and instead
talk only about ‘facilitating’ learning.
A profession that abrogates responsibility in
this way may be one that has lost confidence in
itself.'
David Lambert (my former ‘boss’)

43. Geography 5-16: the overarching framework
PLACE SPACE ENVIRONMENT GEOG ENQUIRY
(patterns and links) (physical and human (procedures and skills)
(places, territories interaction)
Examples of economic patterns Maps – what they show us, how to
and regions) of production, distribution and use them and how to construct them
Studies of fragile landscapes such
change in industry, leisure,
as deserts, polar regions,
agriculture How to use and apply geographic
mountains and reefs
information systems (GIS)
Local place knowledge in
Understanding of resource
community and regional Understanding different
distributions and food, water How to use a wide variety of
context approaches to managing and
and energy security on regional, sources, databases, and
living with changing physical and
national and international scale visualisation technologies, to analyse
human environments
and evaluate
Britain/UK knowledge, in Reasons for and processes
Processes involved in distribution
European context behind the location and How to investigate an
and patterns of major physical
changing distributions of environmental issue at first-hand or
features, including natural regions
population using primary sources
and ecosystems
Broad world knowledge Understanding of flows and First hand investigation via
Understand the Earth’s oceans
including continents, movements of people, goods fieldwork: photography, GPS,
and their significance
oceans, countries, and ideas, with examples on a sketching, interviewing, meeting
significant Earth features regional, national and global people etc
Understand landscapes as
such as wind patterns, scale
distinctive collections of landforms,
tectonic structures Writing descriptively and analytically
soils and Earth surface processes
about places, spaces and
Understanding of spatial environments; constructing and
systems, such as climate, challenging arguments
Investigating the links between
In-depth studies of specific through the distribution of
social, economic and
places or regions different energy through ocean currents
environmental quality
from their own, focussing and wind patterns
on people-environment Understanding renewable and non
interactions renewable resources from the
Earth and its atmosphere
Study of places of great
significance in and for the
world today (including at
least China, USA, Europe)
In-depth study of places
that are scenes of conflict at
different scales (eg a local
place, Afghanistan)

44. Example of a content unit
KS3 Catastrophic natural events
Programme Assessment (e.g. earthquakes and volcanoes)
Through exposure to a variety of Pupils will show evidence of:
examples, pupils develop
understanding of a range of • Foundational knowledge
catastrophic natural events: including The global distribution of volcanoes and plate boundaries
earthquakes and volcanoes; extreme • Understanding
weather events such as hurricanes, -explain the relationship between volcanic activity and plate
and both river and coastal inundation. boundaries
- describe the impact of volcanic eruptions on human
Studies should focus on the physical activities, and explain how people can respond to the hazard
mechanisms of the events
themselves but also on broader • Procedures and skills
explanations which include human They can use atlas and graphic skills to locate, describe and
explain tectonic distributions
actions (such as deforestation) and
the continued human occupation of Thinking Geographically
hazardous locations. The topic Scale and connection: Pupils understand that global
teaches about human response to processes, whether tectonic or climatic, can result in
localised events ... which may themselves have
perceived risk, and the idea of widespread, even global consequences
‘preparedness’ for natural hazards.

45. A Different
View
6
www.geography.org.uk/resources/adifferentview/downloads

46. Yi Fu Tuan
“Place is security, space is
freedom.
“...place is whatever stable object
catches our attention. Asandlook
We are attached to one we long
at a panoramic scene our eyes
for the of interest.
pause at points
other.”
Each pause is time enough to
Geographer, Yi-Fu Tuan
create an image of a place that
looms large momentarily in our
view.”
With thanks to Daniel Raven
2005

47. A distorted world-view ?

48. Place is “socially
constructed”

49. Going to Extremes ?
Telegraph - June 2012

50. Japanese Tourists

51. Curriculum Making
Curriculum making is the creative act of
interpreting a curriculum specification or scheme
of work and turning it into a coherent,
challenging, engaging and enjoyable unit of work.
Curriculum making is a job that really never ends
and lies at the heart of good teaching.
Prof David Lambert

52. RAVE
R = Relevant
A = Academic / Authentic
V = Vocational
E = Evaluated

53. Teaching
& Learning

54. OFSTED

The best geography seen was usually in schools
which were participating in the professional
development programme offered through the
Action Plan for Geography, in specialist humanities
schools where geography was one of the lead
subjects or where the school shared good practice
with local partner schools.

55. Recommendations
Schools should:
 focus strongly on developing pupils’ core knowledge in geography,
particularly their sense of place
 ensure that where they teach geography thematically or within a humanities
programme, the subject elements are identified clearly and taught properly
and the programmes of study are covered fully
 improve the quality of provision in Key Stage 3 so that more pupils are able to
continue to study geography successfully at GCSE and post-16
 provide subject-specific support and professional development to improve
teachers’ confidence and expertise, enabling them to teach geography more
effectively
 maximise opportunities for fieldwork to enhance learning and improve
motivation
 and expertise in the teaching of geography.

56.  make the best use of new technology in geography to enthuse pupils and
provide immediacy and relevance
 provide more opportunities for writing at length and focused reading,
especially in secondary schools
 ensure that geography enables pupils to recognise their contribution to, and
responsibilities for, their locality, their country and the global community
 develop and make best use of networks in order to identify and share good
practice, ideas

57. ...in the movies...
Visit/Scotland and Disney/Pixar

58. Movies for locations...

59. Discovering Antarctica
Movie activity available
http://www.discoveringantarctica.org.uk/
multimedia/flash/1_makeatrailer.html

60. Blogging
Can be used to:
- build up anticipation of fieldtrip
- convey information
- keep parents up to date while on the fieldtrip
- follow-up the experiences & publicise next year’s

61. HSD Iceland
Val Vannet, Geography Teacher
now Depute Head & President of SAGT
http://hsdiceland.blogspot.com

62. Blogging
What else can blogs be used for ?
How can they help develop a ‘sense of
place’ ?

63. Think Link
A tool produced by teacher David Riley
Watch a presentation on this on my VITAL Geography Portal
http://www.triptico.co.uk/thinklink.html

64. Facebook
Tony Cassidy

65. Climbing Everest
“Climbing Everest is not about climbing,
it’s about breathing.”
Conrad Anker

66. Kit List - where are we going ?
• Sturdy walking boots/shoes & thick walking socks
• Trainers and socks
• Sturdy waterproof coat
• Waterproof trousers
• Warm jacket
• Sleeping gear
• Underwear & socks
• Washing things and towels
• Shirts and tee shirts
• Trousers (3 pairs)- not jeans
• Jerseys (3)- WARM
• Swimming costume and towel
• Plastic bags for dirty clothes
• Towel
• Water bottle and small plastic lunch box
• Small rucksack

68. Illustrations: Tom Morgan Jones

69. Thanks & questions....
http://livinggeography.blogspot.com
a.parkinson@gmail.com