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Teaching and learning about South America at Key Stage 2

This resource provides strategies and activities for teaching and learning about South America at Key Stage 2, focusing on geography, core knowledge, and sense of place.

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Teaching and learning about South America at Key Stage 2

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  1. Teaching and learning about South America at Key Stage 2 Ben Ballin, 2014

  2. Geography NC14 ‘A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.’ DfE 2013 Words from Geography programmes of study: key stages 1 and 2 National curriculum in England Department for Education 2013 Image from www.tagxedo.com

  3. Investigating OS maps Collaborating and Selecting Young geographers go local Messy Maps and other approaches Asking Doing using the PGQM Framework Reflecting Evaluating making a report or a film Communicating Taking action in the environment Geography is about enquiry Doing a risk assessment with pupils

  4. PLACE SPACE SCALE CORE GEOGRAPHY What is this place called? What is it like? What kind of features does it have? (Human & physical) How and why is it changing? What do people do here? How do I feel about it? How does it compare to other places? How does my view of this place change when I zoom in or out? How and why are places connected at different scales? G Where is this place? How does it connect to other places? How can it be mapped? What is unique about its location? ENQUIRY

  5. “Schools should: focus strongly on developing pupils’ core knowledge in geography, particularly their sense of place ...p.7 Ofsted (2011) Geography Learning to make a world of difference , Published: February 2011 Reference no: 090224 Core knowledge Facts, location, names, vocabulary, Sense of place Senses, emotions, values, opinions Geography

  6. Pub Quiz Geography? Sense of place Lacks empathy, awareness of other views and values, subtleties of change and influence. Geography Core knowledge

  7. Not Geography? Core knowledge Little underpinning geographical knowledge. Lacks rigour. Is it even geography? Geography Sense of place

  8. Core knowledge and Sense of Place We need to ensure teaching and learning has both Core knowledge Facts, location, names, vocabulary, Sense of place Senses, emotions, values, opinions Geography

  9. NC 2014 purpose of study - people & places As pupils progress, their growing knowledge about the world should help to deepen their understanding of: • The interaction between physical and human processes. • The formation and use of landscapes and environments.

  10. Aims • Contextual knowledge of places [including locational knowledge] • Understanding physical and human processes Skills: • Use and communication of data, especially through fieldwork • Interpreting maps, diagrams, globes etc • Communicating - maps, writing at length

  11. Key stage 1 Same Focus on local area [links to History] New Locational knowledge: The nations of the UK, the world’s seven continents and five oceans New Contrasting non-European locality specification NewUK seasons & weather, hot & cold regions [links to Science] NewSpecified vocabulary - physical & human features New Use of simple compass directions Gone Environmental change & sustainable development

  12. Key stage 2 SameFocus on UK - though greater detail is specified New Locational knowledge: the world’s countries * New Locational and place knowledge of Europe [including Russia] and the Americas. * NewPosition and significance of latitude, longitude etc * New/SameKey aspects of physical & human geography [includes settlement, rivers, the water cycle] * New Compass directions, use of OS map conventions. Greater emphasis on fieldwork.

  13. Key stage 2 GoneEnvironmental change and sustainable development … though this is a key geographical concept, and is fundamentally about the interaction between physical and human processes * GoneContrasting locality requirements

  14. Curriculum Structure? Place knowledge ^^ ^ Locational knowledge Human and physical geography Geographical skills and fieldwork

  15. Assessment and Progression Schools are free to devise their own curriculum and assessment increasing breadth of study, wider range of scales studied, greater complexity of phenomena studied increasing use made of generalised knowledge and abstract ideas The changes in an individual pupil's understanding of concepts, use of skills, development of values and knowledge of content over time Curriculum planning that develops pupils' geographical thinking in a systematic manner.  http://www.geography.org.uk/projects/makinggeographyhappen/progression/

  16. Support from the G.A. Primary Geography journal Primary Geography Quality Mark Champions Network / Global Learning Programme Website and Publications CPD – conference, day courses & History/Geog courses www.geography.org.uk http://geographychampions.ning.com Twitter @the_GA

  17. Looking for Lucy in Lima

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