Year 3 Geography: Local & Global
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The document details a geography project at St Catherine’s Catholic Primary School that engages students in learning about Zambia and their local environment. It includes descriptions of activities such as sharing experiences from a visit to Zambia, conducting a local walk to map amenities, and using keys to identify features on the maps they created. The project emphasizes global citizenship, collaboration, and problem-solving among the students.
Year 3 Geography: Local & Global
- 1. St Catherine’s Catholic Primary School Part 1 Geography & the Global Dimension Project DECSY and the Geographical Association
- 2. 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.
- 4. Two teachers from Niza trust school came to visit us at St. Catherines for a week. They spent time with both Y3 classes.
- 11. “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
- 12. * The yellow star indicates the areas that we intend to make more of a focus next year.
- 13. Please see next slide with whole school key skills grid...
- 14. Identify questions to answer and problems to solve. Show empathy. Debate issues of concern. Recognise their roles and responsibilities as Global Citizens. Collaborate with others Communicate their learning in relevant ways for different audiences
- 15. 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 .
- 16. 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 what they might see as we walked around their local area. This was a short TTYP activity.
- 17. 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 helpers guided the children along the map so that it made it easier to locate the buildings as we walked.
- 18. After the walk, we talked about the different places we had seen on the walk. We had a go at locating on the map we had used whilst on the walk.
- 19. 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 used examples of children’s work from the local walk to discuss what we had seen and where, on the map, we had seen it.
- 20. The children used their Keys to help. As part of a group, the children used pictures of the things they had seen and used arrows to match up where they could be found on the map.
- 21. The children then had their own map to complete. They drew a picture of the building they had seen at different stopping points on the map.