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Source: http://freedomtoteach.collins.co.uk/category/primary-geography/feed/

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<title>Are atlases still relevant for the modern classroom?</title>
<link>https://freedomtoteach.collins.co.uk/are-atlases-still-relevant-for-the-modern-classroom/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Tue, 19 Sep 2017 10:01:10 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Geography]]></category>
<category><![CDATA[primary atlases]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/09/19/are-atlases-still-relevant-for-the-modern-classroom/</guid>
<description><![CDATA[Here’s why Primary Teacher Sarah M. Thurlbeck believes atlases are essential in her classroom: The “mental map” In this digital … <a href="https://freedomtoteach.collins.co.uk/are-atlases-still-relevant-for-the-modern-classroom/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/are-atlases-still-relevant-for-the-modern-classroom/">Are atlases still relevant for the modern classroom?</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[<a href="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/School-atlases.-1.jpg"><img fetchpriority="high" decoding="async" class="alignright wp-image-9138 size-medium" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/School-atlases.-1-300x300.jpg" alt="" width="300" height="300" /></a>Here’s why Primary Teacher Sarah M. Thurlbeck believes atlases are essential in her classroom:
The “mental map” 
In this digital age of global connectivity it is more important than ever that pupils develop some sort of global “mental map”. They need to be able to visualise where they are placed in the world. Children need to know about the geography of their own country and then be able to learn about other countries and continents.
Atlases and literacy 
Atlases are wonderful non-fiction books. Many children are excited by their pages of colourful maps, photographs and diagrams. From a literacy point of view they can learn how to navigate other non-fiction books by practising using contents, indexes and glossaries and also develop their skills in scanning for information. Pupils love being able to dip in and out of the pages and browse what interests them.
Atlases and social studies 
Social studies topics can be enhanced by showing how much geography has played a part in discoveries, conflicts and developments. Maps in atlases not only show physical regions but also political boundaries and areas. In addition, maps and diagrams in atlases can give very visual information about population, languages, trade commodities, transport routes and many other areas of interest, for example flags and wildlife.
Atlases and current affairs 
As pupils hear of current affairs from news and social media they can turn to atlases as valuable sources of information. Which countries make up the EU? An atlas page will quickly show this and may be accompanied by pictographs showing amounts of imports and exports between countries.
When tomorrow’s eco warriors want to understand a statement such as “An area the size of Wales is being cut down each year in the rainforest” they can look at a world map and see for themselves the size of Wales in comparison with rainforest areas. When investigating climate change pupils can look to see where melting polar caps are. They can predict where low lying areas of the world might be affected by flooding.
It might be argued that in today’s digital age children can find many maps and images on the internet. However, sets of atlases bring together these maps and images to be shared in classrooms. Atlases pool together all sorts of nuggets of information and children still need to be taught the skills to read and interpret maps and diagrams effectively. Across all areas of the curriculum atlases can be used as colourful, beautiful books to feed inquisitive minds and stimulate imaginations.
You can discover the full range of Collins School Atlases <a href="https://collins.co.uk/category/Primary/Atlases+%26+Geography/Collins+Primary+Atlases">here</a>.
The post <a href="https://freedomtoteach.collins.co.uk/are-atlases-still-relevant-for-the-modern-classroom/">Are atlases still relevant for the modern classroom?</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>The Geographical Association Publishers’ Awards 2017</title>
<link>https://freedomtoteach.collins.co.uk/geographical-association-publishers-awards-2017/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Mon, 24 Apr 2017 16:22:41 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Geography]]></category>
<category><![CDATA[connected geography]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2017/04/24/geographical-association-publishers-awards-2017/</guid>
<description><![CDATA[Collins won the 'Highly Commended' award for our enquiry-based CPD programme Primary Connected Geography.
The post <a href="https://freedomtoteach.collins.co.uk/geographical-association-publishers-awards-2017/">The Geographical Association Publishers’ Awards 2017</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[<figure id="attachment_7779" aria-describedby="caption-attachment-7779" style="width: 225px" class="wp-caption alignleft"><img decoding="async" class="wp-image-7779 size-medium" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/GACONF1-1-225x300.jpg" alt="" width="225" height="300" /><figcaption id="caption-attachment-7779" class="wp-caption-text">Collins Publishing Manager Fiona McGlade with Primary Connected Geography author David Weatherly</figcaption></figure>
It was fantastic to see so many geography education specialists, authors and editors at this years’ Geographical Association Publishers’ Awards, and it was a particularly good night for Collins as we won the ‘Highly Commended’ award for our enquiry-based CPD programme <a href="https://collins.co.uk/category/Primary/Atlases+%26+Geography/Connected+Geography/">Primary Connected Geography</a>.
The judges found that: “Primary Connected Geography is a robust collection of resources which contains a wealth of detail and material, where the multi-media videos, photographs and PowerPoints are all of an excellent quality. The geographical content of the material is up-to-date and meaningful links to other subjects in the curriculum are made, helping to engage all learners effectively. Key subject vocabulary is explored and the well-structured resource helps teachers ensure there is good progression in understanding and skill development. The scheme is developed through enquiry questions which allow the pupils to explore the topics extensively, whilst also providing a wealth of background information to support the teacher. It was pleasing to see less familiar case studies such as Brunei being used as well as the challenging of gender stereotypes in a bid to stimulate the pupils’ thinking. The judges felt that for schools looking to refresh their geography curriculum without having to reinvent the wheel, this resource would do a good job.”
Here’s what author David Weatherly had to say:
“I am proud that the scheme has been commended by the Geographical Association through this award. Primary Connected Geography has already received a lot of very positive feedback from teachers in schools which have adopted it. It encourages a love of learning geography amongst pupils through modern, challenging and engaging enquiries. At the same time it provides comprehensive professional support for their teachers. Everyone at Collins is delighted that this has been recognised by the Geographical Association – the leading subject association for teachers of geography.”
<h4>About the author</h4>
David Weatherly is a School Improvement Adviser and Curriculum Consultant who works with schools, teachers and trainee teachers nationally and internationally to design engaging and challenging curricula. David will continue his comprehensive national professional training programme for primary geography co-ordinators next academic year – for details see <a href="http://www.contemporarygeography.co.uk">www.contemporarygeography.co.uk</a>
The post <a href="https://freedomtoteach.collins.co.uk/geographical-association-publishers-awards-2017/">The Geographical Association Publishers’ Awards 2017</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>All about Rio: Lesson Ideas</title>
<link>https://freedomtoteach.collins.co.uk/riolessonideas/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Tue, 05 Jul 2016 16:26:20 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Geography]]></category>
<category><![CDATA[Primary PSHE]]></category>
<category><![CDATA[Brazil]]></category>
<category><![CDATA[carnival]]></category>
<category><![CDATA[football]]></category>
<category><![CDATA[Olympics]]></category>
<category><![CDATA[rio de janeiro]]></category>
<category><![CDATA[sport]]></category>
<category><![CDATA[travel]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2016/07/05/riolessonideas/</guid>
<description><![CDATA[This summer the Olympics, the biggest sporting event on earth, arrive in Rio de Janeiro, Brazil. Major sporting events are a … <a href="https://freedomtoteach.collins.co.uk/riolessonideas/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/riolessonideas/">All about Rio: Lesson Ideas</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[This summer the Olympics, the biggest sporting event on earth, arrive in Rio de Janeiro, Brazil. Major sporting events are a great excuse for finding out about different countries and cultures and the Olympics are no exception. Through these activities, pupils will gain an understanding of life in Brazil and how it is linked, almost inextricably with sport.
<img decoding="async" class="aligncenter size-medium wp-image-7004" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_360069854-1-300x200.jpg" alt="shutterstock_360069854" width="300" height="200" />
<h4>Activity One – Rio Knowledge Web</h4>
<h4>Suitable for Years 3 to 6</h4>
Learning Objectives: 
To find out and present information about a city or country
To display information in a way that is interesting and informative
Many classes starting a new topic complete a ‘knowledge harvest’ – in other words, what do the pupils know before we start the topic? This activity takes this idea and expands on it throughout the topic.
Begin with a blank display space in the classroom, or better still in an area where all pupils can see it. Put up the title ‘Brazil’ and add photographs of aspects of Brazil to stimulate interest. If you want to direct the activity more, choose a picture from aspects such as sport, environment, language, music, food, culture etc. Ask the pupils what they know about Brazil and to write it on a Brazil shaped piece of paper and do a picture to accompany it – you can use the templates which accompany this set of activities.
You can now build this up over the weeks of the topic, asking the pupils to summarise each lesson on Brazil to add to the display or ask them to research aspects to use, maybe for homework.
<h4>Activity Two – Dance and carnival</h4>
<h4>Suitable for Years 2 to 6</h4>
Learning Objectives: 
To understand why Catholic countries like Brazil host an annual carnival and why Brazil has the biggest carnival in the world
To understand and replicate the themes of the carnival along with its music and dance
<img loading="lazy" decoding="async" class="aligncenter size-medium wp-image-7005" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_184636781-1-300x200.jpg" alt="shutterstock_184636781" width="300" height="200" />
Read the story of Jesus’ time in the desert prior to his entry into Jerusalem at Easter. Ask the pupils how they think Jesus would have felt beforehand knowing that he was going to spend forty days and nights alone, without company or food. What might he decide to do on the day before his ordeal? Explain that today, all across the world Christians (and Muslims too during Ramadan) spend a part of the year fasting to emulate Jesus, in the case of Christians or for Muslims, to celebrate the holiest month in Islam when the Qur’an was revealed to Mohammed.
Before this period, Christians, like Jesus might have felt, want a way to have one last day of happiness before the ordeal begins and so we have the fun of Mardi Gras and carnival time. Plan a school or class carnival – it needn’t be for the start of Lent as the Rio Olympics are equally likely to be preceded by a carnival party. Summer is the perfect time for carnival in England as seen in the late summer Notting Hill Carnival. Invite parents and friends along to watch and enjoy the carnival atmosphere.
To complete this activity, look at some of the costumes and masks worn by the participants. Choose a theme, perhaps a different one for each class – you could even base it around the key aspects of Brazil such as sport, culture, environment etc. Make masks and costumes and use PE and dance lessons to learn Samba, the national dance of Brazil for the carnival itself.
You can get some ideas from <a href="https://www.youtube.com/watch?v=l1rQ7iuOYO0">this video</a> of the Samba Schools which take part in the carnival.
<h4>Activity Three – Brazil and Football</h4>
<h4>Suitable for Years 2 to 6</h4>
Learning Objectives: 
To be able to understand why Brazil is renowned for sport and in particular football
To compile a biography of some of the great Brazilian sporting legends
Brazil has been acknowledged as the world’s greatest footballing nation with a record five World Cup victories but why are they so good at football? Ask the pupils to find out about leisure activities in Brazil, the climate and how this affects what people do and the environment which affects where people take their leisure time.
Show them <a href="https://www.youtube.com/watch?v=s4GLzRwp96Y">this video</a> of ‘altinho’, a pastime for young Brazilians. Ask them to tell you what this shows about opportunities and how hard they practise their skills. Add this information to your Brazil display.
Some of the world’s most famous footballers have hailed from Brazil, Pele being a case in point. Other well-known footballers include Ronaldo and Ronaldinho. In this activity, the pupils will produce a biographical fact file for these footballers. Use the accompanying activity sheet to help the pupils plan their research. Ask the pupils to find out whether there are any other fields of sport where Brazil has dominated (Formula 1 Motor Racing is one, with personalities including Ayrton Senna, Emerson Fittipaldi and Nelson Piquet)
<h4>Activity Four – Living in Rio – design a guide for new arrivals</h4>
<h4>Suitable for Years 3 to 6</h4>
Learning Objectives: 
To be able to decide what information would be necessary for a person coming to live in Rio
To be able to present the information in an appropriate format for a person coming to live in Rio
Ask the pupils to imagine they have been asked to compile a leaflet for people wanting to live in Rio. What things would they need to know?
To get an idea of what to include look at the <a href="http://wikitravel.org/en/Rio_de_Janeiro">Wikitravel</a> page on Rio but remind the pupils that the information they need to include will be different for those. Ask the pupils to tell you what they think might need to be included and compare this with what a visitor to the Olympics would need to know. From the list, ask the pupils to make a leaflet suitable to be given to new residents of the city. The leaflet should include images as well as text. The activity could also be completed as a website or as a PowerPoint.
<figure id="attachment_7006" aria-describedby="caption-attachment-7006" style="width: 300px" class="wp-caption aligncenter"><img loading="lazy" decoding="async" class="size-medium wp-image-7006" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/shutterstock_188781878-1-300x199.jpg" alt="Rio de Janeiro" width="300" height="199" /><figcaption id="caption-attachment-7006" class="wp-caption-text">Rio de Janeiro</figcaption></figure>
Looking for non-fiction books to engage your pupils with the upcoming Rio Olympics? Collins Big Cat has a selection of books that will excite and inspire your pupils. Click below to find out more about each book.
 
<a href="http://www.collins.co.uk/product/9780007428373/Collins+Big+Cat+-+Becoming+an+Olympic+Gymnast%3a+Band+18%2fPearl"><img loading="lazy" decoding="async" class="size-medium wp-image-7013 alignnone" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/064844-fc50-1-211x300.jpg" alt="064844-fc50" width="211" height="300" /></a><a href="http://www.collins.co.uk/product/9780007336364/Collins+Big+Cat+-+My+Olympic+Story%3a+Band+15%2fEmerald"><img loading="lazy" decoding="async" class="size-medium wp-image-7012 alignnone" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/050749-fc50-1-211x300.jpg" alt="050749-fc50" width="211" height="300" /></a>
 
<a href="http://www.collins.co.uk/product/9780007231201/Collins+Big+Cat+-+The+Olympic+Games%3a+Band+13%2fTopaz"><img loading="lazy" decoding="async" class="size-medium wp-image-7011 alignnone" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/035938-fc50-1-212x300.jpg" alt="035938-fc50" width="212" height="300" /></a><a href="http://www.collins.co.uk/product/9780008163822/Collins+Big+Cat+-+Leisure+and+Entertainment+since+1900%3a+Band+13%2fTopaz"><img loading="lazy" decoding="async" class="size-medium wp-image-7010 alignnone" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/6a448471-252f-4bc6-9048-88ed02301def-1-212x300.jpg" alt="6a448471-252f-4bc6-9048-88ed02301def" width="212" height="300" /></a>
 
The post <a href="https://freedomtoteach.collins.co.uk/riolessonideas/">All about Rio: Lesson Ideas</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Distant Places Matter a Lot</title>
<link>https://freedomtoteach.collins.co.uk/distant-places-matter-lot/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Mon, 13 Jul 2015 11:28:37 +0000</pubDate>
<category><![CDATA[Primary Geography]]></category>
<category><![CDATA[curriculum]]></category>
<category><![CDATA[curriculum change]]></category>
<category><![CDATA[Education]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[key stage 1]]></category>
<category><![CDATA[Key Stage 2]]></category>
<category><![CDATA[KS1]]></category>
<category><![CDATA[KS2]]></category>
<category><![CDATA[new curriculum]]></category>
<category><![CDATA[primary education]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2015/07/13/distant-places-matter-lot/</guid>
<description><![CDATA[How do children form their ideas about other peoples and countries? The answer is that they usually draw on a … <a href="https://freedomtoteach.collins.co.uk/distant-places-matter-lot/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/distant-places-matter-lot/">Distant Places Matter a Lot</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[How do children form their ideas about other peoples and countries? The answer is that they usually draw on a number of different sources. Parents, peers and the mass media will undoubtedly be important influences. Pictures, videos and stories will feed their imagination. Many are stimulated by their interest and empathy for large animals and different habitats. For some children, travel experience and direct contact with foreigners will also be a significant factor.
Teachers can build on these foundations in all sorts of ways. Helping pupils to develop balanced and unbiased images of places beyond their direct experience is an important educational task. It can involve work in many curriculum areas but belongs especially in geography which is pre-eminently about the world and its peoples. Tracing the term ‘geography’ back to its linguistic roots make this point abundantly clear; ‘geo’ means ‘Earth’ and ‘graphia’ means ‘writing’.
The geography national curriculum addresses world knowledge in two rather different ways. Firstly there is a set of requirements relating to place knowledge. At key stage one the focus is on naming and locating the United Kingdom and different continents and oceans. At key stage two place knowledge is extended to include major cities, countries and environmental regions, especially in Europe and North and South America.
The second set of requirements concerns detailed studies of individual places. At key stage one children are expected to learn about a small area (a) in the UK (b) anywhere in the world outside Europe. At key stage two they should study a larger area or region (a) within the UK (b) within a European country and (c) within North or South America.
<a href="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Distantplaces-1.png"><img loading="lazy" decoding="async" class="alignright wp-image-5628" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Distantplaces-1.png" alt="" width="400" height="243" /></a>
 
Why does international understanding matter?
Learning about other people and cultures is an increasingly important part of what it means to be educated today. We live in a globalised world. Many of our goods are imported from overseas, people travel in large numbers to overseas holiday destinations, our economy depends on international finance. This level of international interaction would have been quite unimaginable even fifty years ago.
Perhaps even more importantly we live in a modern multi-cultural society. In the UK today, one person in every eight is from an ethnic minority and about a third of the people living in London was born overseas. The movement of people around the world is one of the striking features of our age and respecting different cultures and heritage is an essential part of building an inclusive society.
These changes in social and economic conditions mean that countries need to collaborate and work together than they did in the past. When it comes to confronting global terror, crime or climate change nations simply cannot be effective if they operate alone. Crime and pollution are not limited by national borders and major environmental issues can only be addressed through international co-operation and agreement.
What are the features of best practice?
Teaching children about distant places isn’t always easy. Differences in wealth and alien customs and beliefs can be hard to explain. There is a danger of creating stereotypes and of imposing our own views and prejudices. Teachers are often advised to start by stressing similarities between places but this tends to make them seem boring. The alternative, starting from differences, is equally problematic because it can lead to ‘othering’ and feelings of superiority.
There are some fascinating research findings about children’s perceptions of distant places. For example, it seems that children’s feelings about countries sometimes emerge in advance of what they know about them. Also, their knowledge varies not only according to their age but also according to their gender, social class, ethnicity and where they live (Barrett 2012). Developmentally, it appears that children go through a period in middle childhood when they relish stories about hunter gatherers and life in prehistoric times. Furthermore, places which are geographically remote or distant also tend to be seen as far away in time and therefore primitive or backward.
Being aware of these factors is the first step towards constructing your own teaching programme. There are lots of published resources to draw on and huge quantities of information are available on the internet. Schools-linking presents another approach which circumvents any worries about stereotypes and which engages children emotionally with a counterpart overseas. The compass rose is a neat way of ensuring a balanced project (Figure 1). The main point to remember is that whilst the social/cultural dimension is often the most accessible in teaching terms, a geographical study also needs to consider the physical setting and the way in which places are continually evolving and changing.
<figure id="attachment_5629" aria-describedby="caption-attachment-5629" style="width: 400px" class="wp-caption aligncenter"><a href="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Compassd-1.png"><img loading="lazy" decoding="async" class="wp-image-5629" src="https://freedomtoteach.collins.co.uk/wp-content/uploads/sites/87/2023/03/Compassd-1.png" alt="" width="400" height="267" /></a><figcaption id="caption-attachment-5629" class="wp-caption-text">Figure 1</figcaption></figure>
Pupils who have not engaged with distant place studies as part of their primary school education are liable to have an impoverished view of the world. They will have also have missed out on the opportunity to lay down some of the key foundations for inter-cultural understanding. When they come to assess the quality of teaching in schools Ofsted are now required to report on pupils’ spiritual, moral, social and cultural development (SMSC). Teaching about distant places is not only a key element in the primary geography curriculum, it is also part of pupils’ wider development.
Reference
Barrett, M. (2012) Children’s Knowledge, Beliefs and Feelings About Nations and National Groups, Hove: Psychology Press
Stephen Scoffham
Dr Stephen Scoffham is a Visiting Reader in Sustainability and Education at Canterbury Christ Church University and co-author of the recently published <a title="Primary Geography" href="http://www.collins.co.uk/page/Primary+Geography">Collins Primary Geography </a>textbook series.
This article was written for Teach Primary magazine (vol.9 No.4) To find out more about the magazine visit <a title="TeachPrimary" href="http://www.teachprimary.com/">www.teachprimary.com </a>
 
The post <a href="https://freedomtoteach.collins.co.uk/distant-places-matter-lot/">Distant Places Matter a Lot</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Your school can save 50% on bulk purchase of Apps!</title>
<link>https://freedomtoteach.collins.co.uk/your-school-can-save-50-on-bulk-purchase-of-apps/</link>
<dc:creator><![CDATA[stefanlesik]]></dc:creator>
<pubDate>Tue, 11 Dec 2012 12:24:29 +0000</pubDate>
<category><![CDATA[A Level]]></category>
<category><![CDATA[Primary Geography]]></category>
<category><![CDATA[Secondary Geography]]></category>
<category><![CDATA[Activities]]></category>
<category><![CDATA[apps]]></category>
<category><![CDATA[Atlas]]></category>
<category><![CDATA[Download]]></category>
<category><![CDATA[GCSE]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Higher Education]]></category>
<category><![CDATA[Key Stage 3]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[World]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/12/11/your-school-can-save-50-on-bulk-purchase-of-apps/</guid>
<description><![CDATA[Many traditional classroom aids and learning supports are changing shape; they are now available as ‘apps’
The post <a href="https://freedomtoteach.collins.co.uk/your-school-can-save-50-on-bulk-purchase-of-apps/">Your school can save 50% on bulk purchase of Apps!</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[ Many traditional classroom aids and learning supports are changing shape; they are now available as ‘apps’ that can be downloaded and used on digital tablets and phones. The <a href="http://store.apple.com/uk?afid=p219%7CMSNUK&cid=AOS-UK-KWM-MS_UK_General">Apple App Store</a>, which supports apps for Apple products such as iPhones and iPads, is where many useful educational aids can be found.
The <a href="http://www.apple.com/uk/education/volume-purchase-program/">Education Volume Purchase Programme</a> allows app providers to offer their apps in the store at a special discount rate, which can be ordered only by educational establishments.
Here is a brief guide from Collins on the Education Volume Purchase Programme by Apple, and what it can mean for your school. To access these special benefits, just follow these simple steps:
 
1. To best utilise the store, your school needs to have a dedicated <a href="https://edu-vpp.apple.com/qforms/start/asvpp?dst=enroll_marcom&pdname=asvpp#main:enroll_marcom:NEW_RECORD@asvpp@null@null@false">Programme Manager</a> to look after Apple orders. Your school can have as many Programme Managers as they require. 
2. The Programme Manager may then set up Programme Facilitator accounts to allow teachers to browse and purchase from the site. All you need is an email address that isn’t already linked to an <a href="http://store.apple.com/uk/help/your_account">Apple ID</a>. 
3. Simply access the Apple Store to use the <a href="http://www.apple.com/uk/education/volume-purchase-program/">Education Volume Purchase Programme</a>.
4. Once orders are placed, an easy to use code for each copy can be downloaded from the App Store. 
 5. Send the code to any student or teacher with an iTunes account. There is no time limit to use the code.
 
At Collins we like to support teachers using this feature. All of our Education apps, including the recently released <a href="https://itunes.apple.com/gb/app/atlas-by-collins/id560461884?mt=8">Atlas by Collins</a>, are eligible for a 50% discount for orders of over 20 copies.
 
<a href="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/app6.jpg"><img loading="lazy" decoding="async" class="size-full wp-image-1468" src="http://freedomtoteach.collinseducation.com/wp-content/uploads/2012/12/app6.jpg" alt="" width="363" height="272" /></a> 
Fertility and Birth rate screen shot view from the Population Globe, Atlas by Collins
 
With 7 globes full of detailed information, and 200,000 places available to browse offline, <a href="https://itunes.apple.com/gb/app/atlas-by-collins/id560461884?mt=8">Atlas by Collins</a> is specifically designed to inspire: the more you discover, the more you want to explore! Atlas by Collins provides an additional fun learning platform to the usual classroom equipment for both students and teachers, particularly in the run up to the Christmas holidays.
In particular, Atlas by Collins can be used as both a general interest platform within a range of subjects, such as Geography, History, Languages and the Sciences, as well as a useful reference base from teacher to students. Here are a couple of ideas for use in the classroom: 
 
<ul>
<li> In the run up to the holidays, why not try a quiz utilising the hundreds of embedded and interesting facts in the app?</li>
<li> Or provide hours of interest by tying the app into current world events; for instance, the recent news of declining birth rates in the US? </li>
</ul>
 
Atlas by Collins has something for everyone, which is why we think it’s the greatest app on earth!
We hope this brief introduction has been helpful – look out for more useful guides in the near future!
Wishing you all very ‘App’y holidays…
The post <a href="https://freedomtoteach.collins.co.uk/your-school-can-save-50-on-bulk-purchase-of-apps/">Your school can save 50% on bulk purchase of Apps!</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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<title>Geography Activities for the Queen’s Diamond Jubilee</title>
<link>https://freedomtoteach.collins.co.uk/geography-activities-for-the-queens-diamond-jubilee/</link>
<dc:creator><![CDATA[Mary]]></dc:creator>
<pubDate>Thu, 12 Apr 2012 09:00:00 +0000</pubDate>
<category><![CDATA[Primary]]></category>
<category><![CDATA[Primary Geography]]></category>
<category><![CDATA[Diamond Jubilee]]></category>
<guid isPermaLink="false">https://freedomtoteach.collins.co.uk/2012/04/12/geography-activities-for-the-queens-diamond-jubilee/</guid>
<description><![CDATA[Activity One – Queen of Where? Year 4 to Year 6 We all know that Her Majesty, Queen Elizabeth II … <a href="https://freedomtoteach.collins.co.uk/geography-activities-for-the-queens-diamond-jubilee/">Continued</a>
The post <a href="https://freedomtoteach.collins.co.uk/geography-activities-for-the-queens-diamond-jubilee/">Geography Activities for the Queen’s Diamond Jubilee</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
]]></description>
<content:encoded><![CDATA[Activity One – Queen of Where? 
Year 4 to Year 6
We all know that Her Majesty, Queen Elizabeth II is queen of our country but she’s also the queen or head of state of many other countries, a consequence of the British Empire. In this activity the children will find out which countries she’s constitutional head of and which others she is the head of as part of the collective known as the Commonwealth.
Give younger children an A3 copy of a map of the world with the main countries and other smaller Commonwealth countries annotated on it. Ask them to use a list of the countries the queen is head of state in to find and colour them and to use a second list of Commonwealth countries to find and colour those. A fun extension to this is to tell the children that once there were many more countries that the queen would have been head of and that there was a saying that ‘The sun never sets on the British Empire’ meaning that wherever the sun shone, at least one of the countries where it was shining was part of the empire.
By giving them a strip of paper the width of the band of night time, ask them to pass it over their map and see if that statement is still true.
Older children can find the countries using an atlas and mark them in on a blank map to improve their use of atlases and knowledge of where the countries of the world are located.
Activity Two – The Queen’s Year 
Year 4 to Year 6
Each year the queen makes state visits to different countries, either as part of a tour or as a standalone visit. Choose a year from her reign and find out which countries she visited together with the purpose for visiting them. For example, the Queen visited Australia in 1988 to mark the bicentenary of the founding of Australia through the city of Sydney. She opened the new parliament buildings in Canberra during her stay.
Construct an itinerary for one of the years of her reign including the dates and places she visited. Find out how many miles away the countries were and how she got there. Sometimes she travelled on the royal yacht, HMS Britannia, other times she flew. Try to find out why she visited the countries and what she did whilst she was there. Often her visits coincided with a charity project.
By investigating her travels, the children find out more about some of the countries she visited and may be able to identify the reasoning over the modes of transport. Sometimes HMS Britannia sailed to the destination whilst the queen flew. Can the children think why she didn’t go with the boat?
Activity Three – Celebrating Around the World 
Year 4 to Year 6
This year it won’t just be the UK that celebrates the queen’s diamond jubilee. Many other countries of the Commonwealth are also celebrating with parties, concerts, new buildings and the issue of stamps and coins to mark the anniversary.
Find out which countries have planned celebrations and use <a href="http://www.epals.com/">www.epals.com</a> to contact children in schools in those countries to find out how they’re celebrating. What differences are there in the way people are marking the occasion? You can list the differences under what food they might eat at parties and where the parties will be held? What entertainment there is for the celebration? It’s also interesting to find out what they think of being ruled by an absent queen, especially in the light of republican demonstrations over the years.
If you’re doing this part of the topic in the run up to the celebrations, it would be good to do a wall display of all the information you collect plus a world map that can indicate the location of the countries you’ve made contact with. The display will be a great talking point that can be seen by any parents that join your celebrations. After the event, you can also share photographs with the schools you’ve made contact with.
Dave Lewis 
Primary Teacher
<div></div>
The post <a href="https://freedomtoteach.collins.co.uk/geography-activities-for-the-queens-diamond-jubilee/">Geography Activities for the Queen’s Diamond Jubilee</a> appeared first on <a href="https://freedomtoteach.collins.co.uk">Collins | Freedom to Teach</a>.
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