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Global Learning Programme (GLP) Transition Project

Global Learning Programme (GLP) Transition Project. Birdlip Primary School Cranham C of E Primary School Coberley C of E Primary School Ribston Hall High School Friday 10 th March 2017. What’s inside the box?. What can you find in my big box?

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Global Learning Programme (GLP) Transition Project

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  1. Global Learning Programme (GLP) Transition Project Birdlip Primary School Cranham C of E Primary School Coberley C of E Primary School Ribston Hall High School Friday 10th March 2017 Mrs Emma Espley February 2017

  2. What’s inside the box? • What can you find in my big box? • Which country might we be exploring further today? Mrs Emma Espley February 2017

  3. Google Earth: Let’s travel to… • In which direction do we need to travel in order to get from Birdlip, UKtoIndia? • How far do you think it is? • How long do you think it would take? Mrs Emma Espley February 2017

  4. Learning objectives • To locate India on a world map and name the countries with which it shares its borders. • To identify India’s key physical and human features. • To find out more about Birdlip Primary School’s overseas link. • To look carefully at textandimages to reveal further facts about aspects of India, e.g. its geography; nature; people and culture; history; government and economy. • To comparemylifewith that of a young person in India. Mrs Emma Espley February 2017

  5. Learning objectives • To investigate India’s culture and religions further. • To describewhat a rangoli is, explainwhy it is produced and create a similar piece of art. • To explore the story of ‘The people who hugged the trees’. • To create a dance-drama using BharataNatyam classical Indian dance steps and Hasta Mudras hand gestures. • To encouragehigh quality independent, pair and small group work. • To evaluate your work/performance. Mrs Emma Espley February 2017

  6. Format of the day Mrs Emma Espley February 2017

  7. Developing place and locational knowledge Activity 1 Work in your ‘city’ group. • You will be given a base map of India and its neighbouring countries and an envelopewith a collection of labels (key physical and human features) inside. • Work together to place the labels at appropriate points on the base map. • Reveal the answers. • Shareinformationabout the country’s key physical and human features. • IdentifyBirdlip Primary School’s Indian link (School of Scholars, Nagpur). Mrs Emma Espley February 2017

  8. Mrs Emma Espley February 2017

  9. Key physical and human features • River Ganges • Mount Kanchenjunga • Bangladesh; Bhutan; China; Burma; Nepal; Pakistan (neighbouring countries) • Himalayas • Bay of Bengal • Arabian Sea • Thar Desert • Ganges Plain • Sundarbans • New Delhi (capital city) • Mumbai; Kolkata; Chennai; Hyderabad; Jaipur; Bangalore; Lucknow; Surat; (main cities) • Cherrapunjee (wettest place on Earth) • Taj Mahal Mrs Emma Espley February 2017

  10. Himalayas Mount Kanchenjunga Thar Desert Cherrapunjee Ganges Plain River Ganges Sundarbans Arabian Sea Bay of Bengal Mrs Emma Espley February 2017

  11. China Pakistan Nepal Bhutan New Delhi Lucknow Taj Mahal Jaipur Bangladesh Surat Kolkata Mumbai Burma Nagpur Hyderabad Chennai Bangalore Mrs Emma Espley February 2017

  12. Developing place and locational knowledge Activity 2 Work in small groups within your ‘city’ group. • Complete the quizto discover more about India (related to the following website: http://www.ngkids.co.uk/places/country-fact-file-india). • Reveal the answers. Mrs Emma Espley February 2017

  13. Developing place and locational knowledge Source: http://www.ngkids.co.uk/places/country-fact-file-india Mrs Emma Espley February 2017

  14. Developing place and locational knowledge Activity 3 Work in your ‘city’ group. • Complete the ‘mix and match activity’ (images with their appropriate captions). • Reveal the answers. • Ask: • Were there any images that surprised you? (challenge stereotyping) • What else have you learnt about this country from reading the accompanying captions? Mrs Emma Espley February 2017

  15. Developing place and locational knowledge Mrs Emma Espley February 2017

  16. Developing place and locational knowledge Activity 4 Work in small groups within your ‘city’ group. • Accessthe following website: http://www.timeforkids.com/destination/india/day-in-life • Identifythree similarities andthree differences between the life of a 10 year old Indian girl and your own. • Feedback into a whole class discussion. Mrs Emma Espley February 2017

  17. Developing place and locational knowledge Source: http://www.timeforkids.com/destination/india/day-in-life Mrs Emma Espley February 2017

  18. What can we find out about cultures and religions of India? Work in a small group within your ‘city’ group. • CompleteActivity C: Culture and heritage from the Images of Indiapack. • Feedbackinto a whole class discussion. Mrs Emma Espley February 2017

  19. Mrs Emma Espley February 2017

  20. Mrs Emma Espley February 2017

  21. What can we find out about cultures and religions of India? • Share story. • Share MS PowerPoint. • Show rangoli art in action: http://kidworldcitizen.org/2012/11/12/kids-rangoli-art-for-diwali-chalk-colored-sand/ • Set up a competition. Work in your ‘city’ group. • Can you compete to produce the best piece of rangoli art (using large sheets of cardboard, glue, coloured rice flour, sand, chalk and flowers)? • These will later be displayed for parents/carers/members of the local community to see. Mrs Emma Espley February 2017

  22. What can we find out about cultures and religions of India? Mrs Emma Espley February 2017

  23. Indian dance/drama • India is not all about poorness/poverty; there is much cultural richness too. • The dance/drama is based on a true story (‘The people who hugged trees’), and will be led by Sarah Shaw, an AST for primary dance and supported by the Head of Dance and Year 7 students from Ribston Hall High School. • Year 7 students have also recently explored various aspects of Indian dance and will share these with Key Stage 2 pupils during this session as well. Mrs Emma Espley February 2017

  24. Plenary: A time for reflection • Performance of dances. • Reflection of learning/experiences (audio/visual recordings of ‘concluding comments’; plenary dice activity). • Review of learning outcomes (thumbs up/thumbs down). Mrs Emma Espley February 2017

  25. Plenary dice 6. How might you use what you have learnt today in another lesson or outside of school? 1. Name 1skill that you have developed during today’s workshop. 2. Identify 2 things that you wish to know more about. 5. Summarise today’s workshop in 5 words. 3. Identify 3 new words that you have learnt during today’s workshop. 4. Address another individual and ask them a question about today’s workshop. Mrs Emma Espley February 2017

  26. Learning outcomes I am able to: • locate India on a world map and name the countries with which it shares its borders. • identifythree of India’s key physical and human features. • recall information about BirdlipPrimary School’s overseas link. • look carefully at text and images and give five further facts about India, e.g. its geography; nature; people and culture; history; government and economy. • identify three similarities and three differences between my life and that of ayoung person in India. Mrs Emma Espley February 2017

  27. Learning outcomes • describe what India’s culture and religions are like. • describe what a rangoli is, explainwhy it is produced and create a similar piece of art. • recallpart of the story of‘The people who hugged the trees’. • demonstrate BharataNatyam classical Indian dance steps and Hasta Mudras hand gestures and contribute to a dance-drama. • express my thoughts clearly and justify my choices fully. • work independently, in a pair and small group effectively. • evaluate my work/performance confidently. Mrs Emma Espley February 2017

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