Teaching Ideas

1. Teaching Ideas

2. The Power Points

3. The power points can be used in various ways: • as an initial ideas fund for teachers • pictures and prompts can be selected and simple power points for pupils built up • for older or more able pupils, the power points could be used in their entirety and as a starter point for more specific activities or for individual or group project-style work

4. Links with the National Curriculum

5. There are numerous ways in which the Five Weirs Walk can be used, whether through primary experiences of visiting, walking and observing or through secondary information. • The information and pictures in the power points are intended as a pool for teachers and pupils, and can be edited to suit needs. • Of course, there are many obvious ways in which there are links for subject-based work, but the nature of the Five Weirs Walk and the background to it also lend themselves to cross-curricular initiatives. • Ultimately, heads of department and classroom teachers have a resource which they can use as an integral part of their syllabus plans, whether based exclusively on classroom work or on outdoor experience. • Obvious simple but general ideas would include • recreational experience • environmental studies • photography • art work • creation of a display or classroom frieze • creative writing • collaborative investigation • Internet-based research • quiz-based activity

6. Teachers are bound to a degree by the demands of the National Curriculum, and there are many easily-identified strands with which the Five Weirs Walk could help in a way which should stimulate pupil interest. Some of the more obvious and relevant National Curriculum areas are contained in the following slides, arranged by subject:

7. Art and Design

20. Citizenship

22. Geography

30. From the Geographical Association: • Fundamental fieldworkAs the saying goes; 'Geography is best learnt through the soles of your boots'. Fieldwork is a fundamental part of geography and one of the most effective and inclusive ways to teach geography. 'Doing' helps pupils understand. Fieldwork is multi-sensory, memorable and should be fun. With the bad press that fieldwork sometimes receives, trainee teachers need to understand that: • Fieldwork does not have to be complicated • The risks involved with fieldwork have to be taken seriously, but also need to be put in perspective • Fieldwork brings huge benefits to pupils • Geography and learning can be brought alive by fieldwork • Fieldwork can be done anywhere • Both pupils and teachers enjoy fieldwork • Fieldwork is an opportunity to get pupils thinking and become excited about learning. • The national curriculum states that at key stages 1 and 2, pupils should carry out fieldwork activities outside the classroom. • The Geographical Association is based in Sheffield at • 160 Solly Street, Sheffield S1 4BF

31. Long Live Fieldwork! Paula Richardson (GA Field Studies Working Group) July 2005 Fieldwork is an important and magical part of work in geography. Going outside the classroom whether to get wet in the rain, go to a restaurant to see how pizzas are made or visit a farm, brings home to youngsters the reality of our world through first hand experience. It provides that much needed different perspective on every day things and challenges them to develop and use a whole range of new skills which otherwise might never see the light of day! It is also important that pupils are exposed to more than just the local area, important though that is. Have you ever thought that a contrasting area might just exist on the other side of your town for example?

32. This sort of simple idea could easily be adapted for less-able pupils to identify human and physical components of the river corridor along the Five Weirs Walk.

33. Analysis of the elements of the riverside landscape can range from very simple ideas for younger or less-able pupils to sophisticated investigative work which demands observation, recording and analysis skills from older and more able pupils.

34. The Five Weirs Walk provides a good opportunity to introduce the idea of local environmental care.

35. The following slides provide prompts which could be used to introduce the idea of urban zones and land use. Using the walk and observing the character of the surrounds and what can be seen from the walk could enhance the pupils’ idea of different parts of the city having different land uses and therefore different demands in terms of care and regeneration.

36. Landuse means what the land is used for:- Shops and Offices Industry Housing

37. Landuse varies within a city or town. We can often see 5 types of zone in large towns and cities

38. Zone 2. Inner City Zone 1. City Centre Zone 3. Suburbs Zone 5. Transport Routes Zone 4. Greenbelt

39. RURAL (means countryside) URBAN (means built up area) Golf course industry LANDUSES means how people use land Camp site offices farmland housing estate woodland airport

40. CITY CENTRE (central business district) • The CBD has tall buildings • you find shops offices pubs, and nightclubs • there is little open space • land values are high • there is much traffic congestion.

41. The Inner City • This is a mixed area of housing and industry • This zone typically has terraced housing • which is built around a factory • Inner city areas now often house ethnic minority groups • and are often being redeveloped.

42. Suburbs • Are on the edge of towns and cities • Are mainly areas of housing • Have open space such as parks • Have higher value housing • Are generally nicer places to live.

43. Transport Routes • Can be a river, railway, canal or motorway • are areas where industry develop.

44. History

50. The Five Weirs Walk takes the visitor through a slice of Sheffield’s industrial history, so there are all sorts of possibilities for active study in the area, not only of the industrial legacy but also of the pre-industrial history of the area. • Simple ideas for development include • Plotting dates of buildings and factories on a map in order to look for clues in the patterns found • Gravestone studies at sites close to the river • A study of place-names as indicators of past activity