In order to meet learning objectives (4a) and (2a), we will look at modern versions of the objects as a whole class, and discuss the differences. Discussing the differences between the objects will allow the children to determine what life was like in Victorian times, for example, they will realise that in the past they did not have electricity as we do now because their lamps were lit with oil, and our lamps have a wire with a plug at the end for electricity to run through. We can then discuss as a class, the different ways of life that people lived compared to now, for example, ‘how did they heat water in Victorian times?’. Looking at artefacts is an excellent way of developing children’s ability to question change. Encouraging the children to become ‘historical detectives’ creates an atmosphere that will allow the children to contribute freely, expressing and sharing ideas with their peers. This activity not only develops children’s ability to question, but also develops their vocabulary, ‘describing objects can encourage the development of a broad vocabulary...’ Nulty in Hoodless (1998:22).
‘Geography is an exhilarating subject to teach and to learn. It takes pupils out of the classroom, provides them with opportunities to question the world around them, at an ever increasing scale from the local to the global.’ (Morgan 1993:29) This quote highlights the importance of children learning about the world around them, and I have decided to base the learning objectives for this activity around the concept of contrasting localities together with developing children’s comparison skills. The learning objectives for this activity are taken from ‘The National Curriculum’ (DFES 1999) and will fulfil the ‘geographical enquiry and skills’ and ‘knowledge and understanding of places’ aspects of the programmes of study. The key learning objectives are (1a) ‘ask geographical questions, for example, ‘what is it like to live in this place.’ (1b) ‘observe and record’, and (3a) ‘identify and describe what places are like.’ Basing this activity around children who attend the North London school that I attend for my school placement, the children will take part in a trip to a semi-rural area called Cuffley, in Hertfordshire, in order to learn about the contrasting local area and develop their comparison skills. A trip to this area would offer a large number of contrasts with the local suburban area. The schools regulations on taking children out on trips will be followed at all times. My starting point will involve showing the class a map of the area and pointing out where our school is on it, and also where Cuffley is on the map. From looking at the map, I will ask the children a range of questions like, ‘Is Cuffley near our school or far away from our school?’, ‘Can you see anything that is different about the area on the map around our school to the area around this school in Cuffley?’ Asking these questions will allow me to assess the children’s interpretation of near and far places. I will then explain that Cuffley is a semi-rural area that is quite near to us, and that will be visiting Cuffley to look at the differences between that area and the area that they go to school in. As we leave the school, children will be asked to look around them and remind themselves of the other buildings, roads, and shops that surround their school. Asking them to do this will refresh their minds about the immediate area around them and assist them when comparing the area in Cuffley.
Once in Cuffley, the children will be given a worksheet pack to record their findings on. Taking a walk around Cuffley will allow the children to get a feel of the area and to look at the differences between the amount of shops, cars, houses and people that are in the area. The worksheets will encourage the children to answer questions like, ‘what are the differences between the amount of shops in Cuffley to Edmonton?’, ‘Can you see any buses on the road?’, ‘Are their lots of cars on the road?’. Children will be asked to look at the physical features of the area, ‘Is there more greenery here than there is in Edmonton?’, ‘Are there tress along the road?’, ‘What animals can you see?’, ‘What is the difference between the size of your school and the size of the school here?’. Children will also be able to draw a picture of the highroad of the village, labelling any buildings. This will be used to compare to pictures that have already been done of the highroad that their school is on, during the next lesson.
Once back at school, we will discuss as a whole class, our findings, and compare aspects of the local area to that of the rural area we visited. The children will be encouraged to discuss features of the locality and how they might affect people’s lives. The attainment target for Geography Level 1 states that ‘pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations physical and human features of localities. They express their views on features of the environment of a locality.’(1) I feel that the activity described above promotes the requirements set out by government in developing children’s ability to compare contrasting localities. It is important to recognise that ‘children learn most effectively when their learning is based upon first hand experience’ (Plukerose 1989) Allowing children to get out into the local area is the key to ensuring that they gain first hand experience in being able to question, investigate, compare and analyse their surroundings.
Celebration is a concept within the religious subject that can allow children to learn about and understand the different ways that religions celebrate their beliefs. Learning about celebration calls for the children to use empathy when listening to children from different religions describe the festivals that they celebrate. As there are no National Curriculum orders or programmes of study for R.E, I have chosen to use the QCA schemes of work (see (1) in bibliography) as a guideline in setting the learning objective for this activity. The learning objective for this activity is Unit 2C ‘Children learn that religions usually involve celebration’. In order to use empathy as a skill when learning about celebration, the children will talk to each other, listen to each other, and compare different types of celebration. I will begin by talking to the children about celebration, and will ask them to think of some special events that we celebrate, for example, birthdays and weddings. As a class, we will discuss the different ways that their families celebrate these events. Through discussing this, children are able to gain an insight into how their peers may celebrate the same festival but in a different way. Attainment target 1 explains that children learn from religion by ‘recognising that some ideas and practices, such as festivals, are shared by more than one religion but expressed differently.’ (Humanities handout 2004) The next part of the lesson will involve the children discussing the different ways in which we celebrate certain events. Talking about giving presents to each other at Christmas and having a cake with candles on for birthdays will allow a range of ideas to be shared around the class. Children will learn how different cultures celebrate birthdays and weddings in different ways, and this will encourage them to appreciate different beliefs. The QCA syllabus (handout 2004) states that specific attitudes such as ‘respect’, ‘care’ and ‘concern’ should be displayed throughout the teaching and learning of R.E. It states that children should respect ‘those who have different beliefs and customs to one’s own’ and I feel that this activity is a means of promoting the respect that is called for.
The main part of session will involve the children having to write an account of an event or festival that they and their family celebrate, for example, Christmas or Divali, and drawing a picture of something that represents that celebration for them. They will be asked to write about why they have that certain celebration and how does it hold significant meaning to them and their family. The plenary will involve the children reading their account to the rest of the class. At this point, allowing the children to ask each other questions about the celebrations they have wrote about will encourage them to begin to appreciate the different ways of life that different cultures lead. It is important to make the children aware that a lot of celebrations and festivals have a ‘religious significance’ and that ‘some festivals are ways of remembering particular events in religions.’ (1)
Linking certain skills to specific concepts develops children’s learning of subjects, and also encourages them to build on their repertoire of learning skills. I have chosen to link the concepts to the skills that are stated above, because I feel that these are most suited to the age range of children that are being taught. Using questioning as a skill when looking at change within the History subject allows the children to discuss and share ideas freely and discuss questions and hypotheses that have been posed by their peers. Looking at artefacts in order to develop this skill and promote understanding about this concept, is a fun and interactive way for children to learn, and is also very useful for the visual learners within the classroom. Plukerose (1989) reiterates how learning can develop through the senses by suggesting ‘it becomes and activity in which listening is enriched with touching, smelling, seeing and perhaps even tasting.’ The need to develop the skill of comparing when looking at contrasting localities is essential. Children need to be aware of their surroundings, but also realise that another world lies beyond what they know! The activity planned ensures that children are given first hand experience to see how local areas can be different, and guarantees that they will need to use their comparison skills in order to fulfil the task. The skills that have been used in History and Geography can be developed throughout either subject, as both can be linked through activities like questioning aspects of the local area for Geography, and comparing the local area in the past, to recent times, for History. Empathy is a vital skill that is needed when learning about different religions and cultures. Developing empathy through learning about celebration is an area that all children can relate to, and encouraging them to discuss the different ways in which they celebrate, calls for active listening and respect for other’s beliefs and ways of life. Allowing the children to write about a celebration that is important to them, and then asking them to share it with the rest of the class will hopefully demonstrate to them that the classroom is a safe place to share ideas, and give their point of view, when learning about different religions.
Word Count: 2,457
