ࡱ> XZUVW *Vbjbj k<rrN( 86|~ f!"P$?|@d%&&@d%d%@U***d%*d%**~d8wB'Xk0m (mbmr l"6#*#t:$*l"l"l"@@)vl"l"l"d%d%d%d%ml"l"l"l"l"l"l"l"l" : Key conceptsRange and contentKey questions and ideasTeaching and learning activitiesResources Place geographical imaginations Scale appreciating different scales from personal to local Cultural understanding and diversity appreciating the differences and similarities between people Variety of scales personal, local Key aspects of the UK current issues Human Geography human processes  To explore the elements that make up someones identity. To understand how personal geographies become part of our identities. To investigate the relationship between people and their environment - particularly their local environment. To consider how identity is particular to the individual and explore the similarities and differences between people.  STARTER: Video clip of Students from the UK and the Middle East discussing the question Who do we think we are? While watching clip, students list different aspects of identity. MAIN ACTIVITY: Who am I? Mapping exercise to explore personal geographies including identity and students place in their local area. Google Earth can be used to show local area and identify places of common importance e.g. the school. PLENARY: This is who I am. Using A4 pieces of paper, students write down words to answer the lessons key question, Who am I? Papers are stuck on the wall for other students to read and comment on.  Links: HYPERLINK "http://www.wdwtwa.org.uk/whatiswdwtwa"What makes us who we are? topics for discussion from the Who do we think we are? website. HYPERLINK "http://earth.google.com/"Google Earth  HYPERLINK "http://www.geographyteachingtoday.org.uk/fieldwork/info/teaching-technology/using-google-earth-as-a-tool-for-presenting-fieldwork-data/" Google Earth online demonstration HYPERLINK "http://www.streetmap.co.uk/"Streetmap See links page at the end of this document. Video clip: HYPERLINK "http://www.offscreened.com/expedition/2008/view/follow-by-day/day-01/"Who do we think we are? students from the UK and the Middle East discuss their identities and similarities. Assessment opportunities Students can write a summary of identity similarities and differences within their class. More able can highlight connections and suggest reasons for similar identities. Key processesCurriculum opportunities Geographical enquiry think creatively, find creative ways to use and apply geographical skills and understanding to create new interpretations of place Graphicacy and visual literacy - use maps and photographs. Construct maps. Geographical communication communicate knowledge and understanding using geographical vocabulary  Build on and expand their personal experiences of geography Make links between geography and other subjects, including citizenship Notes To make this relevant to your students, they will need a map of the local area either to draw on (lower ability) or to use for reference (higher ability)  Lesson 1: Who am I? Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace developing geographical imaginations of places Scale appreciating different scales national Human process Understanding how sequences of events and activities in the human world leads to change in places and societies (Higher ability) Cultural understanding and diversity appreciating the differences and similarities between people. Appreciating how peoples values and attitudes differ and may influence social issues and developing their won values and attitudes about such issues.A variety of scales personal, national A range of investigations focusing on places, themes or issues Key aspects of the UK including its changing human geography To explore the meaning of the term Britishness. To consider what Britishness means to us as individuals, and whether it means different things to different people. To highlight the difficulties in defining Britishness, and to think about how and why it means different things to different people. To decide whether Britishness can be summed up in a single word. STARTER: Students watch a video clip from the BBC News website showing children talking about whether they feel British. MAIN ACTIVITY: PowerPoint presentation What is Britishness? Students discuss Britishness and what it means to them. In pairs they create their own presentations using images that represent their own idea of Britishness. Students can add text boxes to justify their choice of images and explain what Britishness means to them. Extension: Students choose one image that sums up Britishness for them and justify their choice. At the highest level this will enable consideration of the changing nature of Britishness as a result of global influences and changing societies. PLENARY: Word Wall On a Post-it note, students write down one word to answer the question, What is Britishness? Words are stuck to the wall and discussed. Together, the class decide how to describe Britishness. Downloads: What is Britishness? presentation (PPT) Images: HYPERLINK "http://images.google.co.uk/imghp?hl=en&tab=wi"Google Images use this search engine to find images of Britishness. Video: HYPERLINK "http://news.bbc.co.uk/1/hi/education/7469172.stm"BBC News clip - Do you feel British? Links: See links page at the end of this document. Assessment opportunitiesAs part of out-of-class learning, student can compile and conduct a questionnaire about Britishness. What is it? Has it changed? How can it be described?Key processesCurriculum opportunitiesGeographical communication communicate their knowledge and understanding using geographical vocabulary and conventions in writing Geographical enquiry think creatively, find creative ways of using and applying geographical skills and understanding to create new interpretations of place Graphicacy and visual literacy - Use photographs and imagesBuild on and expand their personal experiences of geography. Explore real and relevant contemporary contexts. Examine geographical issues in the news. Investigate important issues of relevance to the UK. Make links between geography and other subjects, including citizenship.Notes Student created PowerPoints should be shared with the class. Depending on time this can either be done at the end of the lesson or the beginning of the next lesson. The task could be extended so that students actually present their presentations explaining why they chose specific images. Lesson 2: What is Britishness? Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place understanding the physical and human characteristics of real places Space - knowing where places and landscapes are located Cultural understanding and diversity - appreciating the differences and similarities between people and places. Appreciating how peoples values and attitudes differ and developing their own values and attitudes about such issues Variety of scales local, national, international The location of places Human geography, built and managed environments Interactions between people and their environments To consider the meanings that rural and built up landscapes have for people. To identify and explain our favourite landscapes. To investigate whether different people from different places identify with different landscapes, and to explain these findings.  STARTER: Students then discuss their favourite landscapes in pairs and explain what they mean to them. MAIN ACTIVITY: Using the landscape map worksheet, students map meaningful landscapes and add annotations to explain their choices. PLENARY: Using the photo sheet, students discuss why different people identify with different landscapes. The teacher should encourage students to consider the influence of cultural background, age, gender and experience, and refer back to both the starter and main activities. Downloads: Landscape map worksheet (Word) Photo sheet (Word) Images: HYPERLINK "http://images.google.co.uk/imghp?hl=en&tab=wi"Google Images Links: See links page at the end of this document. Assessment opportunitiesKey processesCurriculum opportunitiesGeographical enquiry creative ways of using and applying geographical skills and understanding to create new interpretations of place and space Graphicacy and visual literacy use photographs and imagesBuild on and expand their personal experiences of geography. Explore real and relevant contemporary contexts. Make links between geography and other subjects including citizenship.NotesThe images from the starter activity can also be revisited during the plenary to help students make a connection between landscapes and culture, age, gender and experience.Lesson 3: What do landscapes mean to me? Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place - understanding physical & human characteristics of real places. Developing geographical imaginations of places. Space Understanding the interactions between places & the networks created by flows of information & people. Scale appreciating different scales: personal to national, international & global. Interdependence exploring the social & economic connections between places. Physical and human processes understanding how sequences of events & activities in the physical & human worlds lead to change in places & societies. Cultural understanding and diversit - appreciating the differences & similarities between people & places. Appreciating how peoples values & attitudes differ. Developing personal values & attitudes. Variety of scales from personal and local to international Investigation focusing on places, themes or issues Location of places Different parts of the world in the wider settings and contexts including countries in different states of development Human geography human processes Interactions between people and their environments including causes and consequences of these interactions.  To discuss the characteristics that a global citizen should possess. (NB the question What is a citizen? may need to be tackled first to check students understanding of this term) To consider whether we can describe ourselves as global citizens. To discuss whether - or why - it is it important to be a global citizen. To develop an Action Plan to assist groups of people affected by the conflict in the Democratic Republic of Congo.  STARTER: Global disasters interactive activity matching the disaster to the country name and location. MAIN ACTIVITY: Creating an Action Plan. Students work in groups to consider different aspects of the humanitarian disaster in the Democratic Republic of Congo and put together an Action Plan. PLENARY: Ideas from the different groups are discussed and collated to form a class Action Plan. Extension and or h/w opportunity use the class action plan to write a letter to a local newspaper outlining what can be done and why British people should get involved. Interactive: Global disasters map Downloads: A humanitarian disaster in the DRC presentation (PPT) Action Plan worksheets (Word) Images: HYPERLINK "http://www.worldmapper.org/display.php?selected=245"Worldmapper - Affected by Disasters Links: See links page at the end of this document. Assessment opportunitiesClass evaluation of the Action Plan. How effective would it be? Which parts of the plan would work well and why? Which parts of the plan would need revising and why?Key processesCurriculum opportunitiesGeographical enquiry ask geographical questions; think critically, constructively and creatively. Use and apply geographical skills. Solve problems and make decisions to develop analytical skills and creative thinking about geographical issues. Graphicacy and visual literacy - use geographical data (e.g. atlases, maps, photos, satellite images) at a range of scales. Geographical communication communicate knowledge and understanding using geographical vocabulary and conventions in both speech and writing.Explore real and relevant contemporary contexts. Use a range of approaches to enquiries. Use varied resources. Examine geographical issues in the news. Make links between geography and other subjects, including citizenship and areas of the curriculum including global dimension.NotesG&T G&T students can be assigned the role of Action Plan coordinators. The can visit each group, bring together the different strands of the plan and report back to the class at the end before the evaluation. Lesson 4: Am I a global citizen? Lesson 5: Come into my world 1 Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResources Place - developing geographical imaginations of places Scale - Appreciating different scales from personal and local to national, international and global Cultural understanding and diversity developing their own values and attitudes  Variety of scales from personal, local and national to international and global Human geography Interactions between people and their environments  To revisit the key questions addressed during this unit: Who am I? Who do we think we are? Do we consider ourselves British and what does this mean to us? Are we global citizens? To explore symbols of identity. To consider our place in the world.  STARTER: Watch Kylies Come into my world video while completing a worksheet about her world. MAIN ACTIVITY: Using a planning sheet, students produce a 60 second film clip entitled Come into my world. The clip will focus on aspects of each students identity and personal geography. Teacher to share peer assessment criteria. PLENARY: On an A4 sheet of paper, students write down words to answer the question, Who am I? If this task was completed in lesson 1 of the unit, students can compare their answers from the beginning or the module and see if and why their opinion has changed.Downloads: Kylie worksheet (Word) Come into my world planning sheet (Word) Peer assessment sheet (Word) Student instruction sheet (Word) Teacher guidance notes (Word) Moviemaker instructions (Word) Links:  HYPERLINK "http://kylie.com/home" Official Kylie website See links page at the end of this document. Video: HYPERLINK "http://www.youtube.com/watch?v=d0WELwAYgWc"Come into my World - Kylie Minogue Assessment opportunitiesPeer assessment of film clips based on an assessment sheet. Key processesCurriculum opportunitiesGeographical communication students communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writingBuild on and expand their personal geographies Explore real and relevant contemporary contexts Make links between geography and other subjects, including citizenship and ICT NotesPeer assessment element of this lesson needs to be explained before students start the main task Lesson 6: Come into my world 2 Key conceptsRange and contentKey question and ideasTeaching and learning activitiesResourcesPlace - developing geographical imaginations of places Scale - Appreciating different scales from personal and local to national, international and global Cultural understanding and diversity appreciating how peoples values and attitudes differ and developing their own values and attitudes Variety of scales from personal, local and national to international and global Human geography Interactions between people and their environments  To peer assess each others Come into my world video clips. To give feedback to each in the form of an overall score, two positive comments and one suggestion for how they could improve their score. To revisit the question Who am I? from lesson 1. Is it now easier or harder to answer this question? To share thoughts about those aspects of the module that we most interesting or thought-provoking. STARTER: Revision of assessment criteria on the peer assessment sheet MAIN ACTIVITY: Students watch the Come into my world video clips produced by their classmates and assess each others work by completing the peer assessment sheet. PLENARY: In pairs, students feedback their assessment comments. Discussion on how their answer to the original question Who am I? has changed throughout the unit of study. Discussion about main areas of learning throughout the unit. Downloads: Peer assessment sheet (Word) Links: See links page at the end of this document. Assessment opportunitiesStudents complete a worksheet while watching the film clips and assess their peers. This is followed by peer feedback. Key processesCurriculum opportunitiesGeographical communication communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writingBuild on and expand their personal geographies Explore real and relevant contemporary contexts Make links between geography and other subjects, including citizenship and ICTNotesIn the absence of video cameras these two lessons can still be completed by getting students to perform their clip in front of the class, rather than record it.  Lesson 1 web links HYPERLINK "http://www.wdwtwa.org.uk/"Who do we think we are? HYPERLINK "http://www.offscreened.com/"Offscreen student expedition 2008 HYPERLINK "http://www.geographyteachingtoday.org.uk/images/activities/cultureandidentity.html"Online CPD - Culture and Identity Lesson 2 web links HYPERLINK "http://news.bbc.co.uk/1/hi/uk/966849.stm"BBC news article - What is Britishness? HYPERLINK "http://www.telegraph.co.uk/news/yourview/1565970/What-is-Britishness-and-can-it-be-taught.html"Telegraph blog on Britishness HYPERLINK "http://en.wikipedia.org/wiki/Britishness"Wikipedia - Britishness HYPERLINK "http://www.teachers.tv/video/29032"teachers tv - Britishness Lesson 3 web links HYPERLINK "http://www.wdwtwa.org.uk/learningresources/205/exploring-archives-the-royal-geographical-society-with-ibg.html"Landscapes and their association with people Lesson 4 web links HYPERLINK "http://news.bbc.co.uk/1/hi/world/africa/country_profiles/1076399.stm"DRC country profile HYPERLINK "http://news.bbc.co.uk/cbbcnews/hi/newsid_7730000/newsid_7739000/7739093.stm"Newsround "Multi-million pound Congo appeal" HYPERLINK "http://news.bbc.co.uk/cbbcnews/hi/newsid_7710000/newsid_7719100/7719133.stm"Newsround "Fear of disease in troubled Congo" HYPERLINK "http://news.bbc.co.uk/1/hi/in_pictures/7730357.stm"BBC Images HYPERLINK "http://news.bbc.co.uk/1/hi/world/africa/7756576.stm"BBC article "Congo rebel chief threatens war" HYPERLINK "http://news.bbc.co.uk/1/hi/uk_politics/7703765.stm"BBC article "UK troops 'will not go to congo" HYPERLINK "http://news.bbc.co.uk/1/hi/world/africa/3075537.stm"BBC article "Q&A: DR Congo conflict" HYPERLINK "http://www.bbc.co.uk/somerset/content/articles/2008/11/27/goma_feature.shtml"BBC article - account of an aid worker HYPERLINK "http://news.bbc.co.uk/1/hi/uk/7739110.stm"BBC article "UK charities launch Congo appeal" Lesson 5 web links HYPERLINK "http://curriculum.qca.org.uk/key-stages-3-and-4/assessment/assessment_and_the_curriculum/principles_for_ongoing_assessment/peer_and_self_assessment.aspx"National Curriculum - Peer assessment Lesson 6 web links HYPERLINK "http://curriculum.qca.org.uk/key-stages-3-and-4/assessment/assessment_and_the_curriculum/principles_for_ongoing_assessment/peer_and_self_assessment.aspx"National Curriculum - Peer assessment     Who do we think we are? 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" # $ % & ' ( Oh+'0 , L X d p|Subject contentNoel Jenkins 17B72994Claire Wheeler23Microsoft Office Word@Ԫ!@>ѡ[,7'Shttp://www.geographyteachingtoday.org.uk/images/activities/cultureandidentity.htmlv $http://www.offscreened.com/\E!http://www.wdwtwa.org.uk/k>+http://www.youtube.com/watch?v=d0WELwAYgWcBhttp://kylie.com/home{34http://www.worldmapper.org/display.php?selected=245F.http://images.google.co.uk/imghp?hl=en&tab=wiI1http://news.bbc.co.uk/1/hi/education/7469172.stmF.http://images.google.co.uk/imghp?hl=en&tab=wiY Fhttp://www.offscreened.com/expedition/2008/view/follow-by-day/day-01/`t http://www.streetmap.co.uk/iohttp://www.geographyteachingtoday.org.uk/fieldwork/info/teaching-technology/using-google-earth-as-a-tool-for-presenting-fieldwork-data/Q^http://earth.google.com/ M&http://www.wdwtwa.org.uk/whatiswdwtwa  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHJKLMNOPQRSTYRoot Entry Fw[Data @1TableWordDocumentk<SummaryInformation(ADocumentSummaryInformation8ITCompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q