Geography and the Global Dimension

Building Knowledge and Understanding

Place Space Changing Physical Culture & & Human Processe Diversity s Environmental Scale Impact & SustainabilityGeography’sBig Ideas

 The physical world: land, water, air and ecological systems and the processes that bring about change in them. The human environments: societies, cities and communities and the human processes involved in understanding work, home, consumption and leisure. Interdependence: involves, crucially, linking the ‘physical’ and ‘human’ and the emerging concept of ‘sustainable development’

 Place and space: the ‘vocabulary’ and the ‘grammar’ of the world, developing knowledge and understanding of location and interconnectedness. Scale: the lens through which the subject matter is ‘seen’, and the significance of local, regional, national, international and global perspectives. Pupils’ lives: using pupils’ images, experiences, meanings and questions; ‘reaching out’ to pupils as active agents in their learning. ‘

 The majority of images on the next few slides (with the exception of the Google Earth screen-grab) have been sourced from the Geographical Association Manifesto resources page. There are others available to download for free – please have a look at: http://www.geography.org.uk/resources/adiffer entview/imagesandactivities/

 Asyou view the following images use your `Power of Geography’ list to help you think about the connections that these images have to geography’s `big ideas’.

Appearances can deceive© ada.photo

Energy Flows Contours of the canyon walls, Lower Antelope Canyon, Arizona, October 2005.

Running Free© Wendy North

The queue for the elevator up the Eiffel Tower. January 2006. No queue for theRunning Free stairs! © Alexandre Duret-Lutz

earth.google.co.uk/

The Maldives, April 2006. © Ahmed Zahid Vanishing Points

ACTIVITY 8: Which of geography’s `big ideas’ do you associate with these photographs? Can you say why? • The physical world • The human environment • Interdependence (or connectedness) • Place and space • Scale • Pupils’ liveshttp://www.geography.org.uk/resources/adifferentview/imagesandactivities/

 When you plan your next cross-curricular or geography unit, use your own photographs • The physical world or choose images licensed via Creative Commons . Within • The human environment these images, choose at least one to exemplify each of • Interdependence (or `geography’s big ideas’. connectedness) http://search.creativecommons. org/ • Place and space Extend this idea by asking • Scale children to research a set of photographs within their unit of • Pupils’ lives study that matches each of the `big ideas’.

Iwould like you to take yourself back to a place that was very special to you when you were a child. It needs to be a place that you remember because you had a strong emotional attachment to that place.

I would like you to take a short walk (in your mind) across this space. Slowly view the scene in front of you from left to right. Repeat the action until your vision comes to focus on one particular spot. What are you doing? What can you see? Describe it What can you hear and smell? What do you feel in this place?

Struggling to walk across rough, marshyground, my wellington boots sinking andschluking, I drag each foot, step by slowstep, from the mud.Thick earthy scents ooze up from the mudwith each laboured step.I spy Kingcups. Golden balls on lushgreen foliage, glowing yellow above thedun green reeds.

Light breeze through the marsh grasssends gently vibrating whispers throughthe air and the murmur of distant trafficcrossing the viaduct brings a discordantnote to my remote spot.In this place I can be an intrepid explorertraversing distant lands.

 The activity that we’ve just engaged in also focuses on our emotional attachment to place. We may think of writers, artists, photographers, musicians when we think about place in this way and not geographers. But `sense of place’ is an idea embraced by geography too because of the important part it plays in the development of our own personal geographies and identity. For more on this idea see: http://www.geographyteachingtoday.org.uk/online- cpd/course/primary-geography-and- ict/stimulus1/activity-25/

Global Conflict Citizenship resolutionDiversity Underlying the idea of the Social Justice global dimension are 8Human key conceptsRights Values and perceptions Sustainable Interdependence Development

 Print off the diagram (on page 13 – see reference below) onto a sheet of A3 paper so that you have space to write around the edges. Identify where in your curriculum you currently focus on these areas? For example, some might come through your work with SEAL or in RE or in science or English. Can you identify the three areas where Geography and the Global Dimension form natural alliances? Have a look at slide 26 on the PowerPoint – do you agree with the relationships that are shown on the Venn diagram? http://www.globaldimension.org.uk/uploadedFiles/Abou tUs/gdw_developing_the_global_dimension.pdf

 Questions that help us to focus our teaching and learning on people and PLACE include: • What is this place like? • What do people do here? • How does this place affect the way of life of the people who live here? • How do people affect this place and environment? • Where is it and how is it connected to us and to other places? Because these questions are focused on people and places they also embrace the Global Dimension which is essentially about people in the world today.

Global Geography Dimension Place & Scale: Human Rights, the issues we are Social Justice, dealing with through Environmental Impact Conflict Resolution the Global & Sustainability These issues affect Dimension take people and happen in place somewhere relation to particular and affect people at Interdependence & places . History and personal, local/ Connectedness geography can both be regional/national/ influential factors global scales People , Culture & DiversityGlobal Citizenship and Values and Perceptions inform our particularperspective on human geography

 The way that Geography and the Global Dimension are interlinked can be seen within the Geographical Association Manifesto for Geography.

 Watch the video clip (accessed via the next slide), with one or two colleagues, and choose two or three ideas where you feel geography and the GD are strongly interlinked.

 The Geographical Associations manifesto for school geography, A Different View, promotes a vision for geography as an important, relevant and dynamic subject. You can download A Different View and access some related activities on the GA website. Activity:What statements in the extract (see next slide) from the GA Manifesto also support the Global Dimension?

http://www.geography.org.uk/resources/adifferentview

Geography and the Global Dimension

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