Developed for the Geography & Global Citizenship course, run in conjunction with DECSY with funding from DfID.

1. Building Knowledge and
Understanding

2. Place Space
Changing
Physical Culture &
& Human
Processe Diversity
s
Environmental
Scale
Impact &
Sustainability
Geography’s
Big Ideas

3.  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’

4.  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. ‘

5.  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/

6.  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’.

7. Appearances can deceive
© ada.photo

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

9. Running Free
© Wendy North

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

11. earth.google.co.uk/

12. The Maldives, April 2006. © Ahmed Zahid Vanishing Points

13. 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’ lives
http://www.geography.org.uk/resources/adif
ferentview/imagesandactivities/

14.  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’.

15. 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.

16. 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?

17. Struggling to walk across rough, marshy
ground, my wellington boots sinking and
schluking, I drag each foot, step by slow
step, from the mud.
Thick earthy scents ooze up from the mud
with each laboured step.
I spy Kingcups. Golden balls on lush
green foliage, glowing yellow above the
dun green reeds.

18. Light breeze through the marsh grass
sends gently vibrating whispers through
the air and the murmur of distant traffic
crossing the viaduct brings a discordant
note to my remote spot.
In this place I can be an intrepid explorer
traversing distant lands.

19.  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/

20. Global Conflict
Citizenship resolution
Diversity
Underlying the idea of the Social Justice
global dimension
are
8
Human key concepts
Rights Values and
perceptions
Sustainable
Interdependence
Development

21.  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

22.  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.

23. 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 &
Diversity
Global Citizenship and Values and Perceptions inform our particular
perspective on human geography

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

25.  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.

26.  The Geographical Association's 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?

27. http://www.geography.org.uk/re
sources/adifferentview