Who am I?

Where do I belong?

…about the purposes of maps and their common features.

…to ask focused questions.
… to identify differences and similarities.
Thinking, Problem Solving and Decision Making
…to listen actively.
…to take turns.
Working with Others

Pupils collect a range of maps that they come across in everyday life (road and street maps, floor plans, maps used in tourist brochures, advertisements, bus routes). They try to sort them into groups, explaining their choices and giving each group of maps an appropriate title.

Working in pairs, each pupil is given a different map. Without seeing the other person’s map they have to work out the differences and similarities between the two. They discuss how they will go about this and agree a strategy (for example, taking turns, asking specific questions).

Debrief with whole class to agree a list of common features of maps. Use this list in the challenge below.

What is distinctive about my place?

Produce a map to show what is important about your area (not to scale).

The map will be clearly presented on an A3 sheet and must make sense to someone else. It will include a title, key and:
5 places that are important to you, labelled clearly;
4 symbols showing important human and/or physical features in your area;
3 different colours representing different types of land use;
2 potential risks or hazards, clearly labelled;
1 feature of the area or place you would like to change.

The maps are displayed and opportunities given for pupils to view and comment.
Opportunity to assess Communication

What would I change?

…to think through the impacts of change in the local area.

…to examine options.

Pupils consider the feature or place that they would like to change. They give reasons for choosing it and suggest what they would like to see in its place.

They create a flow diagram or mind map to show how their ideas for change might impact their local area and community. For example, how would it:

• change the look, feel, smell, and sound of the area?
• affect the different groups of people in the area, for example, the elderly, teenagers, people with disabilities etc?
• impact on the environment (the atmosphere, water, soil, biodiversity etc)?
• impact on future generations?

…to consider possible consequences.
…to weigh up pros and cons.
Thinking, Problem Solving and Decision Making

They colour-code the positive and negative effects then re-evaluate their choice for change as a result of this.

Pupils present their ideas for change to the class and come up with an agreed list of what “good” change involves. The list can be illustrated, displayed and then used to inform a class definition of Sustainable Development. Compare this to other definitions of Sustainable Development.

Where are we?

…to use and interpret conventional map symbols.
…to use maps to solve problems and make decisions.
Thinking, Problem Solving and Decision Making

Pupils use an Ordnance Survey (OS) map extract of the school locality to carry out some of the following tasks in small groups:

• Agree the shortest surface route from A to B. Describe it using directional language and reference points.
• Agree the safest route to school for a cyclist and a pedestrian, identifying potential risks and offering possible solutions.
• Use evidence from the map to test the hypothesis that “this map is already out of date”.
• Study a selection of digital photographs of the local area and annotate on the map extract where they are and where they were taken from.
• Generate possible ideas/questions for fieldwork in the local area, and suggest how it might be carried out, for example:
• to identify different types of land use;
• to compare traffic flows at different times and/or in different places;
• to carry out an audit of services/biodiversity etc.

The results of fieldwork activity and/or map analysis could be used to draw up a plan for safer routes to school and/or improving our school environment. Citizenship Link

Why here?

… to find out about local site characteristics.

... to select and use a range of sources of information.
Managing Information

Pupils suggest ways to find out about the origin of their area/settlement, for example exploring place names, old maps and photographs, accounts from relatives, stories, poems, songs etc.

They analyse a range of sources to identify some of the reasons for the development and growth of their area/settlement. They classify reasons under headings, for example, physical, economic, social etc. They could demonstrate their knowledge and understanding through:

• annotating a sketch or map to highlight the original site characteristics and explain how they have influenced the site and growth of the settlement/are a.
• researching a characteristic local physical feature to find out about the processes that have formed and shaped it.
• designing a crest or badge for a local club or society to represent the area’s physical and human distinctiveness.

What’s going on here?

…to ask different types of questions.

 …to follow through an enquiry process.

 …to cooperate to complete the task.
Thinking, Problem Solving and Decision Making

Pupils identify a relevant local problem or issue. They read and discuss some stimulus material relating to the issue and come up with the key questions that they would like/need to address. All the possible questions are displayed and the class choose carefully the ones they wish to pursue. These provide the focus for the enquiry.

The questions will present opportunities for the pupils to work in groups to:

• locate the area on a map;
• sort and select relevant information; (Gathering and organising)

• clarify why there is an issue; (Making sense)

• analyse different needs/viewpoints of people involved;
• consider possible solutions to resolving the issue;
• think through the pros and cons of different solutions; (Evaluating evidence)

• draw and justify conclusions etc; (Drawing conclusions)

• offer opinions, ideas for action etc; (Developing personal response)
  

• present findings to the rest of the class, for example using, role-play, report, problem solving template, poster-display etc; (Presenting)

• consider how they have learned about their local issue. (Reflecting)

Opportunity to assess Communication

How are we linked to other places?

… how to use a range of information sources to locate places and plan journeys.
Managing Information

…to plan a way of working.

… to generate ideas.
Being Creative

… to learn from and value other people’s ideas.

Pupils find out about the fastest and cheapest journeys from their school to a variety of destinations, for example:

• the nearest town, city centre or capital city;
• a selection of European capitals;
• a selection of world cities.

Opportunity to assess Using Mathematics

They discuss how to go about the task, including:

• where to find appropriate sources of information;
• how to break the task into sub-tasks.
  They record their journeys on an appropriate map or maps and draw conclusions about:

• the speed and cost of global travel;
• the best sources of information.

Pupils discuss the statement ‘our world keeps getting smaller’. They consider the possible factors that have contributed to this and share their ideas. They think about a range of possible consequences - good and bad.

They may use a strategy to help generate and sort ideas. For example, they could use the PMI* strategy and spend an equal amount of time considering the Pluses, Minuses and Interesting consequences of the world getting smaller.

By working individually and then in small groups they build on each other’s ideas and test them out before offering them to the class.

… to think critically about one effect of global interdependence.

…about ways of changing attitudes and behaviours.

Developing Global Awareness

The pupils look at the contents of their lunchbox or their fridge and note the country of origin. They discuss the best way of recording and/or displaying the results, for example, an illustrated world map, average food miles index etc.

They identify the issues involved in importing food over long distances and consider how they could take personal and/or collective responsibility to reduce food miles. Link with Home Economics

They agree a charter to raise awareness in the school (and beyond if possible) about reducing food-miles and, where appropriate, buying local produce. Link with Citizenship (Democracy & Active Participation)

They look at how they are connected to distant places through aid and may identify global causes to support.

So, what have I learned and how?

…to reflect on what they have done and what they have learned.

Reflecting on Learning

Pupils consider the following questions:

• What have you learned that is new about...?
• What type of learning activity did you enjoy most? Why?
• What really made you think?
• What helped you when something got tricky?
• What does this teach you?
• How would you change this topic/activity for another class?

• Demonstrate skills in using maps (and GIS), fieldwork equipment and methods of data collection in undertaking geographical enquiry.
• Research and manage information effectively to investigate geographical issues, using Mathematics and ICT where appropriate.
• Show deeper geographical understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate.
• Demonstrate creativity and initiative when developing ideas and following them through.
• Work effectively with others.
• Demonstrate self-management by working systematically, persisting with tasks, evaluating and improving own performance.

Personal Understanding

Mutual Understanding

Education for Sustainable Development

Local and Global Citizenship
Key Concept – Democracy and Active Participation