Ryde Junior School Ryde School with Upper Chine. Primary Geography Quality Mark with Global Learning, 2013

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1 Ryde Junior School Ryde School with Upper Chine Primary Geography Quality Mark with Global Learning, 2013

2 Achievement - knowledge Our children at KS1 start learning about the local area and other parts of the UK. This is the area around our school. There is a lot of traffic. Is it safe? Can we plan our own town? We explored our island and compared it with Struay. How is it the same? How is it different? Which are physical features? Which are human features?

3 Achievement - knowledge Learning about other places: Where is Australia? What is it like? Flynn s daddy told Year 1 about his childhood in the bush. Was it very different? How was it different? Was it better? Then they packed their back packs and went to find out what it was like.

4 Achievement - knowledge We learnt about other places in Fiveways too. This is a traditional costume from Zimbabwe, so is this, but this one is different. Can you see? What is it like in Mexico? What is that food from Japan? Can we read this writing? What do they wear? Tell us about Bangladesh, Amelia? The clothes, the animals...it is so different.

5 Achievement - knowledge In Year 3 we visited India. What was in your parcel? Where did it come from? What is it made of? Was it hand made? What is it used for? We wrote a diary to describe our visit: Did you like the city or the countryside? How did people live in both? What food did you eat? What was grown there? What were the tea plantations like? What was it like to work there? How much tea was exported? Did it come to us in the UK? In Year 6 we found out about our own chosen EU country. We gave talks to the class using posters and PowerPoints, and showed artefacts. How has the Czech republic gained since joining the EU? Have many benefitted? What problems are the Greek government facing? What is it like in Arctic Sweden? Is their air really so clean? Are there really ice roads? What is it like to have darkness all day?

6 Achievement - knowledge We have lots of opportunities to learn where places are in the world. We have news maps in the back of our geography books which we update regularly. We start close to home with parts of the UK, then learn locations of continents, oceans, countries and progress at our own rate to capitals and physical features, using maps and interactive games. During the inter-house challenge, we raced to complete the jigsaws and place cards on the map. Where is the Aswan Dam?

7 Achievement - Skills We are given lots of opportunities to develop our enquiry and decision making skills. In the Junior School we conduct enquiries about damage to Yarmouth salt marshes, improvements to Ryde town centre, damage to an AONB-the Stiperstones and the future of a piece of Dorset Heathland. We learn skills in these investigations we can apply to the wider world. The work we do in geography helps us to improve our numeracy, literacy and ICT skills and many more. Year 4 draw graphs to compare rainfall in Brazil and the Isle of Wight. They write stories about the forest, using all their knowledge, giving wonderful descriptions. I can hear the splashing of a waterfall. It is 6.00am in the morning and mist covers the rain forest, there are no clouds. The sun rises and the mist clears quickly. At 8.00 it is getting warmer - 25 degrees, and I go out, it is calm. I see a sloth and monkey climb a banana tree to get breakfast and I get in my canoe. I empty my boots that have been resting there and a scorpion falls out.. Poppy, Year 4, Rainforest story Jack is using IT skills and researching Egypt for a fact file and sharing his document. Year 6 carry out a footpath investigation on the Stiperstones, using their scientific knowledge, they present the data with graphs and use IT. They suggest alternative methods of enquiry. Lily is completing a survey of Ryde. She will present and analyse the results and make suggestions about possible improvements to Ryde. Year 6 are holding a planning meeting about the future of the Dorset Heathlands.

8 Achievement - Skills In Year 5 we thought about our world. We read The Genie in the Bottle and found out about the causes of Global Warming. We thought about what action we could take and debated the benefits of renewable and non renewable sources of fuel. We had a good look at the Navitus Bay proposal as that is very close by. We planned and built our own eco-houses. How could I change my lifestyle? What could I do to cut my carbon footprint? What would I put in an eco-house? Lots of things will have to change. Should I have a solar car like this one? It only works because it is so light though. What are the alternatives?

9 Teaching - Knowledge Year 5 drew proportional diagrams to compare our water use with that of an average European or African. When looking up the figures they found a high class residential area of Ghana with higher levels of consumption than our own, 190 litres/person/day, so that was added too. So some are well off for water, but doesn t that mean that many in Africa will have below the average then? Swaziland is a very poor country with more than two thirds of the population living below poverty line. Most people are farmers, working to grow enough crops to feed themselves and their families. The country has the world's highest proportion with living HIV/AIDS - one in four adults. These people are more vulnerable diseases and need safe water for medication to work properly. Almost a third of the population does not have access to safe water and nearly half have nowhere to go to the toilet. These problems have a big impact on health and contribute to an average life expectancy of just 48, imagine that. Oscar and James, Year 5 People had to walk miles to get water from a busy tap, and people sold dirty water to those who couldn t get there! So it was sad and not fair. Jonah, Year 5 Year 6 weigh up alternative solutions for our coastline in the face of rising sea levels. This is more attractive but a more expensive scheme? How long will it be effective for? If we cannot afford to do more of this here, how can it be done in other parts of the world? What will happen as sea levels rise?

10 Teaching - knowledge We were joined by the Watoto Choir from Uganda and I was able to sing with them. They sing and with amazing energy, and dance too. They wear colourful, bright clothes. Afterwards we found out about where they lived in Uganda. We considered some of the problems facing this area and considered what alternative solutions for transport, power generation and communication would be appropriate. Charlie, Year 6 We took part in a concert that included African Sanctus and Ocean World. It was to raise money for Ghana link, and the building of another classroom at Nako. We thought the Ocean World story was interesting. We researched the harm done to our oceans by over-fishing, whaling and pollution. We put together a Power Point and performed it again in our school hall, to the Junior School and parents. Theo Year 6

11 Teaching - Knowledge Our children learn to value other cultures and their traditions across the school, in geography, in other lessons and out of lessons. Year 6 created Islamic tiles, Year 4 looked at North American traditional art and constructed totem poles, Buddhist prayer flags hang in the Year 3 area. Year 5 learnt about carnival when taking part in the Arts parade. Children experienced Chinese New Year in Fiveways and understood Chinese writing in history.

12 Teaching - Skills We planted three trees to encourage birds to our garden. Years 1 and 2 had a Green Week that helped children think about their actions. They were fully involved, applying their knowledge and carrying out lots of practical tasks. Everyone had a use for their pillowcase bags. Power Ranger toys, lego and party shoes being the favourites. All happily absorbed in designing, cutting and hanging the juice carton bird feeders. These are regularly refilled. We learned that turning off taps and electric lights when we are not using them will be saving fuel in the world and money for our school. Waste Food We managed to reduce our waste at lunchtime from about 3 kilos to less than 2 kilos each day. We have maintained this level. We recognised the need for birds to have lots of fat and seed to help them through the cold winter.

13 Teaching - Skills In Year 4 we make up a tree trail in our school field to help us understand how tall rainforest trees are, and we look at the church tower opposite! They are very big! Local places help us get the feel for distant places. They are encouraged to challenge themselves and consider change critically:.. I started my search again, but when I walk into the forest I hear chainsaws and falling trees and smell smoke. I walk closer and see it is men cutting down trees. It was probably the worse thing I had ever seen!... Evey, Year 4 Evey then considered which sustainable developments could be allowed in the forest without harming it. She realised how responsible we all are, not just those actually felling the trees. So if it does so much harm, why do people keep doing it? When searching for facts about rivers of the world in Year 4, Oliver and Ellie s groups found more than the source, length etc, they ended up debating the issue of the Three Gorges dam. They was concerned about the people made homeless and the river dolphins.

14 Teaching - Skills A wide range of current and lively activities, trips, assemblies and events aid our geographical understanding and global learning and help us to develop important skills. Year 1 visited our landfill site: Why does it matter that we recycle? Year 3 worked hard together and tried to persuade the school to smash hunger, part of the IF campaign at the time of the G8 summit. Could you shop more locally, buy fair trade and hate waste? 4B based their assembly on If the world were a village and Year 6 made population jelly baby maps to show the uneven distribution of population and the world s resources. Year 6 study Europe and they visited France and the battlefields that have sad connections with us in the UK.

15 Teaching - Skills On One World Day, Year 3 looked at the rights of the child, Year 4 found the source of our food and considered interdependence, Year 5 looked at the index of happiness and sustainability and Year 6 played the fair trade game and made up a chocolate rap.

16 Behaviour and relationships -attitudes and values Our children are encouraged to make decisions. In a charity committee, with representatives from every year, they are asked to suggest who we should support. Individuals prepare statement and there is a vote in assembly. It is their global awareness that prevents them from selecting all home based charities. This year we gave over 1000 to comic relief. Other selected charities were water aid (indeed this is selected in most years), WWF, and Children in Need. A group of tag children set up a company - the Snack Shack, and chose the Mo Farah foundation to be the recipient of their 160 profit. Another charity previously selected was Lions Raw, and we have asked if we can donate emergency relief when disaster strikes, like in Pakistan and Haiti. After a wild day with Year 2 based on whales, Year 3 were keen to find out more, and how to Save the whale. Their interest is great, and they are often inspired into their own action on emotive issues.

17 Behaviour and relationships -attitudes and values Our children respond to change and when a new recycling scheme was introduced on the island, they set to and made a display to help us all understand what to do and explain why it would help the wider world. Thirty five pupils met at lunchtimes and planned the set, dance and costumes for their play-a Load of Rubbish, explaining to a large audience why we should recycle and the problem of Global Warming for many around the world. The words of the last eco warrior song says it all We can make a difference.

18 Behaviour and relationships -attitudes and values We visited Ironbridge Power Station. In Year 6, we chose this topic for our geography talk in the prize giving presentation. We asked questions, as we do in geography, questioning the possible success of the transfer from coal as a raw material to burning wood pellets imported from Canada. We added more and more alternatives for possible power generation, each of which we thought would be kinder to the world! We particularly liked our new local suggestion: to use sewage! Dan, Wyman, Luke and Aphrodite, Year 6

19 Leadership - Vision Encouraging children to learn about their world

20 Leadership - Vision The school has embraced the Eco schools programme. In geography, we lead the Green club, which meets at least twice a week. We have just been awarded our third Green Flag, and our assessor, who met with a large group of 22 children, commented on how knowledgeable they were about the issues and aware of the challenges involved in implementing ideas. He said we were a beacon of good practice, striving towards sustainability.

21 Leadership - Vision We aim to provide interesting and exciting opportunities, to provide our children understanding and knowledge of the world, and help them to develop thinking skills to enable them to make their own judgements. The aims of the geography department are: To stimulate children's interest in their surroundings and in the variety of human and physical conditions on the Earth's surface; To foster children's sense of wonder at the beauty of the world around them; To help children to develop an informed concern about the quality of the environment and the future of the human habitat; and To thereby enhance children's sense of responsibility for the care of the Earth and its people. To make use of the physical, human and economic features of the local area by first hand study. To develop skills of numeracy, literacy, graphicacy and ICT. From the island we look at the bigger picture: Geography isn t just reading maps! It s learning about the world in general. It s learning about far of places like deserts, rainforests and the South Pole, who live there and how they survive. We also learn about the problems of the world like: Should we rely on solar power? What should we do about poverty? Do we need to ship half our goods from Tokyo? And to understand what s happening round the world we go on really interesting trips to do surveys and see local landmarks. We have even been on an earthquake simulator! Merlin, Year 5