Who do you think you are?

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Who do you think you are?
?
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Living geography and history- starts with me in
my community

• Investigating Identity key questions
• Who am I?
• What am I like?
• Where do I come from?
• What is my story?
• What do I belong to?
• How am I the same as you?
• What ideas would you use to develop these lines
  of enquiry?

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How can we justify taking this approach?

• Which areas of the National curriculum will the
  children access?
• History
• Geography
• Citizenship PHSE
• Science
• Mathematics
• Art
• English

4
Geography plenty of boxes to tick!

• ELG Knowledge understanding of the World
• Observe, find out about and identify features in
  the place they live and the natural world
• Find out about past and present events in their
  own lives, and in those of their families and
  other people they know.
• Begin to know about their own cultures and
  beliefs and those of other people.
• Feel a sense of belonging to own community and
  place.
• Gain an awareness of the cultures and beliefs of
  others
• KS1
• 1c express their own views about people, places
  and environments
• 2c use globes, maps plans at a range of scales
• 3a identify and describe what places are like
• 3b identify escribe where places are
• 3e recognise how places are linked to other
  places in the world
• KS2
• 2c to use atlases and globes, maps and plans at a
  range of scales
• 3a to identify and describe what places are like
• 3b the location of places and environments they
  study and other significant plaes and
  environments
• 3c to describe where places are
• 3g to recognise how places fit within a wider
  geographical context and are interdepedent

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History

• ELG (as before)
• KS1
• 6a changes in their own lives and the way of life
  of their family or others around them
• 6d past events from the history of Britain and
  the wider world
• KS2
• 2b about the social, cultural, religious and
  ethnic diversity of the societies studied, in
  Britain and the wider world
• 9 An overview study of how British society was
  shaped by the movement and settlement of
  different peoples in the period before the Norman
  Conquest and an in-depth study of how British
  society was affected by Roman or Anglo-Saxon or
  Viking settlement.

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Resources
Primary Geography Journal Britain
Britishness http//www.geography.org.uk/eyprimary/
DK books Children of Britain just like
me/Children just like me/A life like
mine http//www.unicef.org.uk/tz/classroom_activi
ties/index.asp?nodeidclassactsection6 http//w
ww.whodowethinkweare.org.uk/ http//www.thegreen
cube.co.uk/dnasensation.htm
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Where do I come from?
What job did this man do?
Who took the photo?
Where did this family live?
Who are these people and how are they linked to
me?
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Family History

• Looking at family history sensitively
• Are they part of the local history?
• Choosing a family to research
• (This can be a different family to their own)
• Making a timeline
• Investigating census records

http//www.ukcensusonline.com/free-search.php
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The Name Game

• Children investigating names
• Where does their name originate from?
• What does their name mean?
• Making their own shield coat of arms
• Deer- Peace Harmony
• Snake- Wisdom

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Who were our Ancestors?
Anglo Saxons
Normans
Romans
Vikings
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Invaders Settlers

• What did these people look like?
• Where did they come from?
• Where did they settle?
• What evidence is there in your area?
• Who do you think might be your ancestor ?

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Britains Changing Face

• Looking at diversity
• Migrations http//www.rgs.org/WhatsOn/Exhibitions
  /Exhibitions.htm
• Interviewing relatives

http//news.bbc.co.uk/hi/english/static/in_depth/u
k/2002/race/video_nation/main.stm
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How are we all the same?
While schools should celebrate difference they
must also explore what brings us together, what
we share and how we create communities
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Tried tested some feedback
Helped children to realise that they were not the
only one who (was an only child, lived with one
adult, came from somewhere else) -gt felt less
marginalised / isolated
A good transition unit/start of a new year we
all really got to know each other
Great for all phases/abilities progression
evident from Nursery children learning new names
to Y6 discussing childrens wants needs. Total
engagement work driven by pupils eg in Autism
Provision my special box -gt treasure -gt maps
fieldwork
Much more motivating for us as teachers using
own professional judgement to plan in a creative,
cross-curricular way