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Cross-Curricular Initiatives

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					Cross-Curricular Initiatives

  Jane Whittle – Nottinghamshire
        Primary Teacher
     Initial Assessment of Ideas
• Asking children what
  they think geography is
  can be a way of
  highlighting their prior
  knowledge and
  experience.
• It also gives an
  opportunity to assess how
  the National Curriculum
  entitlement is being met
  through the school
  planning.
• Remember to say
  geography!
Further
research
  KS1
       Doing a Splat Board KS2
• Splat Board = a paper format for
  children to off load any ideas they have
  on the specific subject. Use of the
  word splat is to denote that it is not a
  neat polished sentence based piece of
  work - it is a space for children to
  make a non-judgemental response with
  their ideas.
Completed Splat Board
 Geography in the Classroom

• The next four pictures show
  evidence of ways in which
  geography has been integrated
  into my classroom
Edwalton Estates is a display of work on the language of
estate agents. Having worked on this the children went into
the school farm and wrote adverts for the animals thus
integrating with the environment explicitly.




                Edwalton Estates
                                           Quest
                                          Myths

During our Literacy topic on Quest Myths, the
 children spent time looking at story maps. In order
 to support visual understanding, we drew different
objects out of a hat to become part of the story
setting. This brought about interesting discussion of
geographical knowledge such as where Volcanoes
     are located.
The children lying down are    Climate Trail
  looking at part of a
  geography climate trail
  around the classroom.
  Having posters and
  questions on the ceiling
  reminds children that
  geography is everywhere!
  The display encourages
  children to form enquiry
  questions using the 5W’s –
  Who, What, Why, When,
  How.
     Cross-Curricular work
The next two activities,
1. Mapping Spring in the Wood and
2. Mapping for School Linking
   detail cross-curricular activities using
   fieldwork.
          Geography Club

Starting a geography club has allowed for
the subject to be the talk of the playground
and the group are extremely enthusiastic to
spread the word of geography positively
and make displays which represent that
    enthusiasm.
Mapping Evidence of Spring
• Begins with a blank outline map
• Searching for evidence of Spring
• Individual interpretation using
  keys
• Development of vocabulary
• Extension: What will the wood
  be like in one month’s time?
               The Exercise

• The children were given a simple base map
  of the woods of the school. We then
  walked around the wood looking for
  evidence of spring whilst orientating our
  maps to mark on this evidence. The maps
  were purely the children’s own
  interpretations and therefore gave children
  an opportunity to discuss their reasons for
  their map design and what they had found.
              The Outcome
• Some children chose to draw what they
  saw, others chose to use symbols and a key
  and some chose a proportional
  representation. To extend the activity we
  will be going back around the wood with a
  tracing overlay to demonstrate the growth
  of spring since the original map.
      Cross-Curricular Benefits
• The scientific vocabulary which
  stemmed from this activity was
  fascinating and fits well with the Science
  objectives for Habitats and Plants work.
  To develop the element of thinking skills
  the extension question was asked in
  order to develop children’s discussion
  with the use of evidence from their
  maps.
Cross Curricular Activities using field work 1
Cross Curricular Activities using field work 2
          Mapping Project 2–
         School Linking Activity
                       • The children then
• Begins with the use
                         create enquiry
  of Journey Sticks to
                         questions relating to
  make an affective
                         their map.
  map of the school
  locality.            • These are sent with the
                         maps for the school
                         linking classes to use –
                         answering questions,
                         observations, free play
• This mapping project is based on cross-
  curricular work with a link school and is
  transferable to any country or location. It
  begins with the use of journey sticks to create a
  map – see www.geographyteachingtoday.org
  for more details on journey sticks. Also
  http://www.geography.org.uk/download/GA_C
  onf06Whittle.ppt# 1
• The children then create enquiry questions to
  go with their maps and these are sent to the link
  school classes who use the questions and the
  maps to explore the link school immediate
  locality.
A Map from a Ugandan School
       Cross-Curricular Aspects
• The mapping work can
  be taken further
  through Literacy and
  the use of traditional
  stories to make Journey
  Sticks and Affective
  Maps.
• Locational Vocabulary
  – positioning.
• School Linking
  Experience – the notion
  of togetherness – a new
  community for
  learning.
                 Literacy Link
• Literacy Link: The project can extend beyond
  mapping the locality to using traditional stories
  from the link locality to create story maps. The
  children could consider the path of the main
  character and make a journey stick of what
  they might find on the way. This can be
  extended to make the map affective through
  emoticons of how the character feels
  throughout the story – promoting aspects of
  inference and deduction.
              Vocabulary

• Vocabulary: Using the maps is an
  ideal way to fulfil the positioning
  vocabulary required in Numeracy and
  gives a realistic context for applying
  new language.
         Global Citizenship
• Global Citizenship: Through joint
  projects, a new community of enquiry is
  being established in which children can
  begin to understand that they are
  working towards the same goal. The
  project has also shown the positive
  responses of using children’s work as a
  stimuli and the personal gratification
  this brings.

				
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