The latest educational developments, useful websites and FREE resources!

The 'starter' of our last virtual Primary Humanities Network meeting in April provided an overview of the latest developments in education, as well as highlighting a number of useful websites and FREE resources.

Read on to discover more!

• Ofsted on the web and social media, including recent news about inspections (https://www.gloucestershire.gov.uk/schoolsnet/noticeboard/schoolsnet-bulletin-board/ofsted-inspection/ and https://www.tes.com/news/light-touch-ofsted-inspections-schools-next-term);
• A letter to young people from Gavin Williamson MP, Secretary of State for Education, which could be made accessible to pupils at Key Stage 1 and Key Stage 2 by extracting some of the key messages, perhaps? (https://dfemedia.blog.gov.uk/2021/03/26/a-letter-to-young-people-from-gavin-williamson-mp-secretary-of-state-for-education/);
• Further ideas for virtual trips and visits following on from our last meeting (an article that appeared in the latest copy of Teach Primary magazine, http://www.wemburymarinecentre.org/learning/ and https://encounteredu.com/live-lessons/fsc-fieldworklive-2020);
• Local fieldwork ideas (https://wakelet.com/wake/6dac654c-e377-4f3f-abdd-e45de888e372, https://canalrivertrust.org.uk/news-and-views/features/plastic-and-litter-in-our-canals, https://www.countrysideclassroom.org.uk/resources/1585 and a bug hotel competition being run by the latter organisation);
• A focus on diversity (https://www.teachearlyyears.com/enabling-environments/view/why-its-important-to-bring-diversity-into-early-years-settings, an article that appeared in the latest copy of Teach Early Years magazine, https://www.jhalakprize.com/childrens-ya and https://clpe.org.uk/library-and-resources/booklists/international-womens-day-booklist);
• Support for EYFS Leaders (‘The Book Corner’, ‘Only record what’s useful’, ‘Hands-on with Development Matters’ and ‘We put play at the heart of assessment’, all extracted from the latest edition of Teach Early Years magazine);
• Updated booklists on the Centre for Literacy in Primary Education (CLPE)’s website (https://clpe.org.uk/clpe/library/booklists/nicola-davies-booklist and https://clpe.org.uk/clpe/library/booklists/mick-manning-and-brita-granstr%C3%B6m-non-fiction-booklist);
• Links with literacy and history/geography (articles from the latest edition of Teach Primary magazine relating to ‘Letters from the Lighthouse’ for those studying WW2 with Key Stage 2 pupils and ‘Use orangutans to teach about apostrophes’);
• Plazoom’s history and geography-themed resources (Debra Kidd’s creative learning pack for Year 6 to accompany the fantastic picture book, ‘The Arrival’: https://www.plazoom.com/resource/year-6-creative-learning-pack-by-debra-kidd-the-arrival-by-shaun-tan, ‘Topical Tuesdays’, weekly activity sheets linked to current news stories from The Week Junior magazine – always including a debate, two writing tasks and an investigation: https://www.plazoom.com/collections/topical-tuesdays, a series of six lessons aimed at Year 3 and 4 teaching the weather through a literacy lens: https://www.plazoom.com/resource/ks2-literacy-topic-pack-years-3-and-4-the-weather, another creative learning pack by Debra Kidd, ‘A Volcano Escape Story’ targeted at Year 5: https://www.plazoom.com/resource/year-5-creative-learning-pack-by-debra-kidd-volcano, a fascinating podcast linked to a book about an untold Dunkirk: https://www.plazoom.com/resource/telling-stories-from-the-past-with-bali-rai-episode-12 and a history-themed writing pack ‘Stuck’: https://www.plazoom.com/model-texts/resource/ks2-to-use-further-suffixes-ance-ant);
• ‘The Weather Weaver’ by Tasmin Mori, a great class read if you are exploring weather/extreme weather that is set in Shetland, UK and suitable for use with Key Stage 2 pupils;
• ‘A Song of Gladness’ by Michael Morpurgo and Emily Gravett, a story of hope for our planet to read with EYFS and Key Stage 1 children;
• ‘Coming to England’ by Floella Benjamin and Diane Ewen, which has strong links with the National Curriculum programme of study for geography at Key Stage 1;
• ‘The Swallows Flight’ by Hilary McKay, one to consider if you are studying WW2 with Key Stage 2 pupils;
• ‘Starboard’ by Nicola Skinner, a great link to local history for those located close to Bristol, which would tie in with a real or virtual trip to SS Great Britain too and suitable for Upper Key Stage 2 pupils;
• Book suggestions to follow up on Earth Day, which took place on 22^nd April 2021 (https://justimaginestorycentre.co.uk/, ‘How to Save the World with a Chicken and an Egg’ by Emma Shevah, ‘Challenge Everything’ by Blue Sandford, ‘Climate Action’ by Georgina Stevens and Kate Rewse, ‘How You Can Save The Planet’ by Hendrikus Van Hensbergen, Usbourne Books’ ‘Climate Crisis for Beginners’, ‘Kids Fight Climate Change’ by Martin Dorey and ‘The Last Bear’ by Hannah Gold;
• Climate Changemakers, a new interactive website created for children aged 8 plus (https://worldslargestlesson.globalgoals.org/campaign/climate-changemakers/, https://ukcop26.org/ and https://climatechangemakers.worldslargestlesson.globalgoals.org/);
• How to hold your own United Nations Climate Change Conference (https://globaldimension.org.uk/resources/climate-change-2/);
• Reboot the Future’s latest campaign and education resources, inspiring new conversations on the climate crisis and supporting young people to take action (https://globaldimension.org.uk/campaigns/how-will-you-reboot-the-future/);
• Conservation Without Borders’ new Round Britain Climate Challenge (https://www.conservation-without-borders.org/round-britain, https://www.crowdfunder.co.uk/round-britain-climate-challenge and https://www.conservation-without-borders.org/rbccsignup);
• Wicked Weather Watch’s new Schools Programme and educational resources (https://www.eventbrite.co.uk/e/climate-change-what-how-why-a-wicked-weather-watch-cpd-workshop-tickets-149107180591and https://www.eventbrite.co.uk/e/wicked-weather-watch-cpd-workshop-climate-change-in-the-classroom-tickets-149106677085);
• The RGS-IBG has a forthcoming webinar looking at the opportunities to both teach and address climate change in the primary geography national curriculum and model how effective progression can be put in place that ensures coherence, rigour and relevance (https://www.rgs.org/events/spring-2021/teaching-about-climate-change-in-primary-schools/).  In partnership with BBC Radio 4, they have also presented 39 ideas to relieve the stress that that climate change is exerting on our planet, with free teaching resources to accompany the radio series (https://www.rgs.org/schools/teaching-resources/39-ways-to-save-the-planet/);
• For those of you wishing to link to ‘geography in the News’ and climate change further, Sky and Abode have recently extended the deadline for their ‘The Edit’ competition, a digital storytelling challenge unlocking of all backgrounds in the digital world, which encourages them to ‘Be the change, shape it!‘ (https://nationalschoolspartnership.com/initiatives/the-edit/).

I then relayed the latest news from the leading subject associations, namely the Geographical Association (GA) (https://www.geography.org.uk/), Royal Geographical Society with IBG (RGS-IBG) (https://www.rgs.org/) and Historical Association (HA) (https://www.history.org.uk/).

The GA’s Annual Conference took the theme of ‘compassionate geographies’ and kicked off with a fantastic public lecture by Anjana Khatwa about the Jurassic Coast, sharing her experiences and knowledge of this UNESCO world heritage site to captivate and entertain.  You can listen to her talk here: https://www.youtube.com/watch?v=mok_sTlta24.  Demonstrating that geography matters, this stretch of coastline hit the headlines just a day or so later as the cliffs collapsed, creating the largest UK rockfall for 60 years (https://www.theguardian.com/environment/2021/apr/15/jurassic-coast-cliff-collapses-in-biggest-uk-rockfall-for-60-years).

At the GA’s Annual Conference, Debbie Watson of Cumbria Development Education Centre promoted a project called ‘Hidden Stories’ (http://www.hidden-stories.co.uk/oral-histories/) and inspired us to consider how to capture and stimulate learning using the wealth and diversity of knowledge that our community holds about places, change and the movement of people.  The project uses sound clips from interviews with a wide range of people who have migrated to the area, exploring and contrasting life in different locations, as well as the motivators that push or pull us from one place to another.  The Everyday Guide to Primary Geography: Story (https://www.geography.org.uk/Shop/Key-stage/Key-stage-2/The-Everyday-Guide-to-Primary-Geography-Story/9781843773290) is well worth purchasing as it provides many ideas of how to use story to develop geographical knowledge, understanding and skills.

At the same event, Amy Moore and Helen Robinson proposed two statements and asked delegates to think about which was true and which was false: ‘Ponies can eat holly leaves‘ and ‘In Victorian times, as a punishment, children had to hold a holly leaf in their closed mouths’.  This stimulated thought, discussion and reasoning in terms of plausibility.  This activity could easily be repeated with any leaf or other natural object, where the pupils work individually or in pairs to create two statements about their object, drawing on their knowledge of its place in the world.  The activity helps connect pupils with elements of their physical environment and allows them to get creative in imagining an alternate narrative for their object.

Later this term, the primary CPD pack ‘Progression in fieldwork experiences’ will be available to buy  (https://www.geography.org.uk/ebooks).  This is designed to help teachers/Subject Leaders tackle fieldwork progression in their school through a range of practical activities that are flexible to suit their needs.  The digital pack contains an overview document with guidance on activities for 15 minutes, one hour or half a day and a link to a downloadable resource folder containing stimulus material, activity instructions and resources, progression framework and CPD certificate.

Change is a key geographical concept and, over the last year, we have all experienced changes to the way that we live our daily lives.  Do have a read of Newsround’s report on ‘Schools, shops and cafes: What’s changing today around the UK?’ (https://www.bbc.co.uk/newsround/56714697).  At one level, the restrictions have limited our interactions with the space around us, outlawing unnecessary travel and foreign holidays, but, on a local level, many people have explored and taken notice of their immediate environment like never before.  Many pupils will need support to safely unravel their thoughts and emotional responses to the past year.  Anne Dolan and Joe Usher use the context of Covid-19 to explore a range of practical geographical tasks in the spring issue of Primary Geography journal; ‘Where in the world is Covid-19?’ (https://www.geography.org.uk/Journals/Primary-Geography).

GeogPod, the GA’s Podcast, is now on its fifth series (https://www.geography.org.uk/GeogPod-The-GAs-Podcast).  Episode 31, may be particular useful to SLT and Geography Subject Leaders.  Here, John Lyon talks to Iain Freeland, Her Majesty’s Inspector and National Lead for Geography, about ‘Understanding Ofsted and what makes good geography’.

For anyone wanting a quick, easy and cost-effective means of enhancing their subject knowledge, then look no further than the GA’s In the Know webinar series (https://www.geography.org.uk/events/in-the-know-webinar-series/10598?OccId=15777).  Due to the success of the first webinar series and further interest, this will be repeated each Thursday, from 4.00 pm to 5.00 pm, throughout May and early June.  Do join us if you can.

The RGS-IBG are offering some FREE CPD too; ‘Using the My2050 Carbon Calculator and accompanying resources‘ (https://www.rgs.org/events/summer-2021/using-the-my2050-carbon-calculator-and-accompanyin/).  Their ‘Discovering the Weddell Sea – Education for Antarctic Conservation’ resources recently won a Highly Commended Award at the Geographical Association Publishers’ Awards.  In partnership with the Flotilla Foundation, the Society is proud to have created five educational interactives, a poster and a digital Antarctic collectors album to mark the accomplishment of ‘a pioneering Antarctica expedition into the depths of the frozen Weddell Sea’ (https://www.rgs.org/schools/teaching-resources/discovering-the-weddell-sea-education-for-antarc/).  They are also a partner of the ‘Stay home stories’ research project, which aims to understand how ideas and experiences of home have changed because of the COVID-19 pandemic.  The Society is involved with the ‘mapping home’ strand of the project, which is encouraging children aged between 7 and 16 years to take part in a nationwide mapping exercise illustrating how they understand and articulate home following lockdown.  Do register your school’s interest (https://www.stayhomestories.co.uk/).

Key Stage 2 pupils should be encouraged to enter the ‘Young Geographer of the Year 2021’ competition (https://livinggeography.blogspot.com/2021/04/young-geographer-of-year-competition.html?spref=tw).  The theme this year is ‘Remapping our lives’, with young people being asked to create an annotated map that reveals how their lives have been shaped by the Covid pandemic.

Digimap for School’s website has had a makeover recently (http://digimapforschools.edina.ac.uk/).  Do explore their ‘Learning Resources’ as there are plenty of ideas for use at primary level, in addition to a bank of twelve, fantastic resources entitled ‘Locational Knowledge’.  For anyone unfamiliar with Digimap for Schools, then why not access the recording of the ‘Digimap for Schools for Primary Geography’ CPD session from last May (https://www.rgs.org/schools/teaching-resources/?categories=GIS,Keystage1,Keystage2)?

Geography southwest is a resource hub for students and teachers (https://www.geographysouthwest.co.uk/).  It has a section dedicated to ‘Primary’, which is regularly updated (https://www.geographysouthwest.co.uk/primary/).  Perhaps, try and get into the habit of visiting its ‘Primary News’ page every fortnight, so that you keep up-to-date with educational developments, freebies, competitions, opportunities, CPD offerings, etc.?

To support our History Subject Leaders in attendance, I shared the latest news from the HA.  They have updated their ‘Roman Britain’ scheme of work, which addresses the National Curriculum programme of study for history’s requirements and pursues three lines of enquiry  (https://www.history.org.uk/primary/resource/9227).  I attended the webinar led by Glenn Carter and Kerry Somers in March, which looked at ‘Dealing with the issues from lockdown in the primary history classroom’.  Some of the key messages from this were discussed later in our meeting.  However, I provided the web-link to the webinar recording in case delegates wished to explore this pertinent theme more fully (https://www.history.org.uk/primary/resource/10047/film-dealing-with-the-issues-from-lockdown-in-the).  The HA are also running a ‘What’s the wisdom on …’ film series, targeted at secondary school teachers, but some of the content is transferrable to the primary setting.  The eighth episode focuses on ‘historical significance’, which may be of particular interest and relevance to History Subject Leaders.  Following Census 2021 in March, the HA reminds us what a rich historical source the census is in the classroom and beyond.  For historians, using the census can shine a light on particular people and places.  Big stories can be told through a sharp local lens. Change and continuity over time can also be traced (https://www.history.org.uk/primary/resource/10038/census-2021-using-the-census-in-the-history-class).

I also highlighted a couple of funding opportunities for teachers in East Anglia and Kent and Medway schools.  Firstly, Norfolk history teacher, Barrie Greaves, passed away in 2019 and left a legacy to provide funded bursaries for a small number of primary schools in East Anglia to complete the Quality Mark ( https://www.history.org.uk/primary/categories/quality-mark).  Secondly, teachers of history in Kent and Medway schools (primary and secondary) are invited to apply for the 2021-22 Ian Coulson Bursary for Local History/Archaeology in Schools.  A grant of up to £1000 is available to help teachers develop new teaching resources for local history and/or archaeology. The closing date for applications is 30th June 2021 (https://www.history.org.uk/primary/news/3927/ian-coulson-annual-bursary-for-local-historyarcha).

The HA has a number of primary CPD opportunities over the next couple of months, some of which are FREE to members, whilst others incur a small fee (https://www.history.org.uk/primary/categories/789/news/3902/your-primary-cpd-calendar-summer-2021).  Their Annual Conference is ‘going virtual’ again this year and has a mixture of live and recorded sessions delivered by top historians and educators (https://www.history.org.uk/primary/news/3919/ha-conference-2021-goes-virtual).  I drew attention to the news from the Education Team at the HA too, including reference to the impact of remote learning, diversity and the curriculum, events and webinars, resources and Quality Mark and competitions.  May is ‘Local History Month’, providing a great opportunity to take learning outside the classroom.  I projected a double page spread from the Spring 2021 edition of HA News, which outlined a number of ways in which we can all support Local History Month.