Part 1: St Catherine’s Catholic Primary School, Sheffield. Developed by Lynne Biggs as part of the Geography and the Global Dimension Project - a joint project run by DECSY and the Geographical Association
St Catherine’s Catholic Primary School Part 1Geography & the Global Dimension ProjectDECSY and the Geographical Association
Before we started the topic, we really wanted to get the children excited about learning about a new country.To coincide with the arrival of our Zambian visitors from the Niza Trust partner school, we showed the children some snap shots of our visit to Zambia in May 2011.On the following slides, are a selection of photographs and videos that were shared with the children.
Two teachers from Niza trust school came to visit usat St. Catherines for a week. They spent time withboth Y3 classes.
“There are lots of “I think Africa creatures in is very, very Africa” - Sandali hot”- Ofofon. “You have to walk a long way to get water and food”- Juno. “It would be very dusty and sandy on the roads” – “I’d love to try Khaliq”.lots of the fruit there”- Khaliq “It would be hot because the animals “They only like the hot have a little weather”- Hope. rain”- Leojo
* The yellow star indicates theareas that we intend to makemore of a focus next year.
Please see next slide with whole school key skills grid...
Identify questions to answer and problems to solve. Show empathy.Debate issues of concern.Recognise their roles and responsibilities as Global Citizens.Collaborate with othersCommunicate their learning in relevant ways for differentaudiences
WALT: identify features within our local environment Show the class a map of the Burngreave area. Explain that we are going on a local walk to investigate what we have in our local area and will be creating our own maps. Show the key and the route that we were going to follow. Modelled adding the key to a map displayed on flipchart. Children in pairs completed maps during local walk and took photographs of the different amenities. Back at school children used keys on their own maps to create a large joint visual map with the photos taken .
We picked children to work in pairs using the Hat. This was so that we had a range of abilities working together.We talked to the children about whatthey might see as we walked aroundtheir local area. This was a short TTYPactivity.
As we walked, we stopped at planned points. The children discussed what they could see around them. The children thought about what the different buildings were used for and located them on the map.The teachers and helpersguided the children along themap so that it made it easierto locate the buildings as wewalked.
After the walk, we talked about the different places we had seenon the walk. We had a go at locating on the map we had usedwhilst on the walk.
The children had used a key whilst on the local walk. The follow up lesson to the local walk focused on using a key to find things on a map.We usedexamples ofchildren’s workfrom the localwalk to discusswhat we had seenand where, onthe map, we hadseen it.
The children used their Keys to help.As part of a group, the childrenused pictures of the things theyhad seen and used arrows tomatch up where they could befound on the map.
The children then had their own map to complete. Theydrew a picture of the building they had seen at differentstopping points on the map.