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

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.