Teachers Resources: Set One This is the first of two teachers resource packs created especially for Our Read 2011. These resources are ideal for inspiring preparatory work to be undertaken with pupils before reading The Unforgotten Coat by Frank Cottrell Boyce. The first two resources (A Different Perspective and Map Your Imagined World) are linked and work best in the given order.
Take photos of your local area and create alternative realities through narratives (i.e. a close up of a puddle becomes a giant lake in another land). Some images should play with scale as well as context. Props can also be used to create these effects. Aims To encourage pupils to creatively engage with their surroundings and their local environment. For pupils to become confident using different photographic techniques. To encourage the use of imagination as a starting point for a creative process as well drawing on first hand observation and experience. For pupils to understand the importance of collecting visual information to help them develop their ideas. To encourage pupils to express their ideas both visually and in writing. To encourage pupils to explore the relationship between context, meaning and scale in photography and other media. Resources and Research We have created a presentation (Powerpoint or PDF) which features Polaroid style photographs which can be used as examples or as a starting point for creative writing. Download from http://www.thebluecoat.org.uk/content/primary-schools or http://www.thebluecoat.org.uk/content/secondary-schools Learning Activities 1. Pupils explore their school and local environment, taking photographs from unusual perspectives and playing with ideas of scale. The key aim is to create imaginative images, which the pupils can present in their writing as part of an alternative reality or imagined space. For example: Flowers in the school grounds could become part of overgrown parkland, a rainforest or a mystical garden. Doorways or stairs could become entrances and passageways in grand houses, palaces or even enchanted worlds. 2. Pupils can describe their photographs and create stories to go with them, exploring the imagined places and scenes for which they have created a visual record. 3. Alternatively you could use the photographs provided with this resource as a starting point for creative writing. The Polaroid style photographs which we have provided with this resource are numbered and could therefore be divided up between pupils. For example, one group could create a narrative around images 1, 2 and 3 and another group could concentrate on images 4, 5 and 6. The Power Point presentation of the photographs includes a larger version of each photograph. This presentation can be viewed via your class white board on a loop or printed off. Pupils can consider an appropriate and appealing way to display their photographs and writing together, to present their imagined world to a viewer.
Identified curriculum links at KS2 and KS3 Art and Design: 1.a, 1.b, 1.c, 2.b, 3.a, 3.b, 5.a, 5.b, 5.c. English (Writing): 1.a, 1.b, 1.e, 2.a, 5.b, 6.a, 9.a, 9.b, 9.c, 9.d, 11, 12. Art and Design- Key Concepts: 1.1 a, 1.1 b, 1.1 c, 1.2 a, 1.2 b, 1.4 b. Key Processes: 2.1 a, 2.2 f. Range and Content: b. Curriculum Opportunities: a, b, c. Learning objectives English- Key Concepts: 1.1 a, 1.1 d, 1.2 a, 1.2 b, 1.2 c. Key Processes: 2.3 a, 2.3 b, 2.3 c, 2.3 d, 2.3 f, 2.3 p. Range and Content: 3.3 a, 3.3 d. Curriculum Opportunities: 4.3 a, 4.3 b, 4.3 c, 4.3 d. Pupils should... Work together to compare ideas and approaches. Be encouraged to think creatively utilising both experience and imagination. Develop their ideas, take risks and to learn from mistakes. Identify appropriate ways in which to express their ideas by exploring different materials and processes. Make positive links between their own artwork and the possibility for extension through creative writing. Be encouraged to utilise a wide and inventive vocabulary to describe the alternative realities they have created in their photographs. Imagine and explore feelings and ideas through creative language to convince the reader of their alternative reality. Consider the most effective and appropriate way to display and present their finished work.
Make a map of your local area that shows the locations in the photos but references them by their new invented names. Aims To encourage pupils to creatively engage with their surroundings and their local environment. To encourage pupils to engage with the geography (and history) of their local area. To learn about accurate map making in a creative way. To encourage the use of imagination as a starting point for a creative process as well drawing on first hand observation and experience. Resources and Research Pupils should complete the activities set out in A Different Perspective first. They can then extend their ideas by setting out their images and narrative in the format of a map. Learning Activities Pupils can research the geography of their local area and school grounds by employing secondary sources of information and by going out and exploring it as a class. By investigating its physical and human characteristics, pupils can build up a familiarity and knowledge which they can then employ through map making. The idea is that they create accurate maps to scale of the local area or school grounds. But these maps should feature the locations which they have previously photographed in their new imagined contexts. So, for example, the school flower bed becomes the magical rainforest. A puddle in a local park becomes a mystical sea. Pupils can label their map in the appropriate way but referencing the imagined world which feature in their photographs. Identified curriculum links at KS2 and KS3 Geography: 2.a, 2.c, 2.d, 2.e, 3.a, 3.b, 3.f, 6.b. English (Writing):1.a, 1.b, 1.e, 2.a, 5.b, 6.a, 9.a, 9.b, 9.c, 9.d, 11, 12. Geography- Key Concepts: 1.1 a, 1.1 b, 1.2 b. Key Processes: 2.1 a, 2.1 b, 2.1 e, 2.3 a, 2.4 a. Range and Content: b, c, e, f. Curriculum Opportunities: b, d, h, i. English- Key Concepts: 1.1 a, 1.1 d, 1.2 a, 1.2 b, 1.2 c. Key Processes: 2.3 a, 2.3 b, 2.3 c, 2.3 d, 2.3 f, 2.3 p. Range and Content: 3.3 a, 3.3 d. Curriculum Opportunities: a, b, c, d.
Learning objectives For pupils to become confident in their knowledge of their local environment and understand it s physical and human characteristics. To encourage the use of appropriate geographical vocabulary and ask geographical questions. To employ secondary sources of information for example aerial photographs and the internet. For pupils to become confident in drawing maps to scale. To encourage the planning and development of ideas. For pupils to be confident in employing their geographical skills in a creative way. For pupils to be confident in employing a wide ranging vocabulary to express their ideas. To write about the same ideas for different purposes i.e. map labelling as opposed to creative writing. To encourage creative connections between ideas and experiences.
Learn about the history of Mongolia (Ghengis Khan), its physical geography (the Steppe) and its culture (nomadic lifestyle, horses, religion & beliefs, food). Aims For pupils to gain a detailed knowledge and understanding of Mongolia; its history, geography and culture. For pupils to be able identify the social, cultural, religious and ethnic diversity that exists across the world by comparing and contrasting Mongolia with the UK. Resources and Research These websites can be used as starting points: History of Mongolia Information from the BBC Mongolia s history: http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1235560.stm A timeline for key events: http://news.bbc.co.uk/1/hi/world/asia-pacific/1235612.stm A Mongolian fact file: http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1235560.stm#facts Geography of Mongolia Google Earth is a fantastic resource for exploring Mongolia s landscape and scenery. http://earth.google.co.uk/ Images of Mongolian landscape with Mongolian music: http://www.youtube.com/watch?v=oosiuzqwum0 The Lonely Planet travel guide has information on Mongolia, as well as some great pictures. http://www.lonelyplanet.com/mongolia http://www.lonelyplanet.com/mongolia/images Mongolian culture Information on the Mongolian Darhad tribe: http://www.bbc.co.uk/tribe/tribes/darhad/index.shtml You can watch the episode here: http://video.google.com/videoplay?docid=2699736995338639729# You Tube has various videos which offer information about Mongolian culture. Images of Mongolia with a Mongolian children s song: http://www.youtube.com/watch?v=1zyz8ohaqnc&feature=related The Save the Children website information on life for children in Mongolia. http://www.savethechildren.org.uk/en/mongolia.htm http://www.savethechildren.org.uk/blogs/2010/09/mongolia-i-drew-the-job-lotterybonus-ball/ This Kids Around the World site includes an interview with a Mongolian child. http://www.katw.org/pages/sitepage.cfm?id=30 This off-shoot of the UN s website includes information on life for children in Mongolia. http://www.un.org/works/goingon/mongolia/bagii_story.html
Learning Activities Pupils can research Mongolia as a class and independently for example, using the internet and books. They can create a written fact file accompanied with appropriate images to cover Mongolia s history, geography and culture. This could include an investigation into how life differs in Mongolia for someone their age, compared to their life in the UK. Identified curriculum links at KS2 and KS3 The history of Mongolia: History: 1.a, 1.b, 2.a, 2.b, 2.c, 4.a, 4.b, 5.a, 5.b, 5.c, 6. History: Key Concepts: 1.1 a, 1.1 b, 1.2 a, 1.3 a, 1.4 a, 1.5 a. Key Processes: 2.1 a, 2.2 a, 2.2 b. Curriculum Opportunities: b, d, e. The physical geography of Mongolia: Geography: 2.a, 2.c, 2.d, 2.e, 3.a, 3.b, 3.f, 6.b. Geography: Key Concepts: 1.1 a, 1.1 b, 1.2 b, 1.7 a, 1.7 b. Key Processes: 2.1 a, 2.1 b, 2.1 e, 2.3 a, 2.4 a. Range and Content: b, c, e, f. Curriculum Opportunities: b, d, h, i. The culture of Mongolia: As above (History and Geography) R.E.: 1.a, 1.b, 1.d, 3.d, 3.j, 3.m, 3.s As above (History and Geography) R. E.: Key Concepts: 1.1.b, 1.2.a, 1.3, 1.4 a. Key Processes: 2.2 a. Curriculum Opportunities: a, c, e, g.
Learning objectives For pupils to be able to identify and describe key events in Mongolian history, its physical and human geography and the culture of present day Mongolia. For pupils to be able to recognise that the past can be presented and interpreted in different ways. For pupils to be able to recognise how a country s past can influence its present and future. For pupils to become confident in employing a chronological understanding in their writing. For pupils to become confident in using various tools to aid their historical enquires. For example, the internet, books and if appropriate, museum visits. To encourage pupils to ask geographical questions and collect and record geographical evidence. For pupils to become confident in utilising atlases and globes as well as secondary sources of information. For pupils to consider people living in other places and times, with different values and customs.