Focus Questions for Walking Around the Village

Components of the National Curriculum

• To ask geographical questions (1a)
• To observe and record (1b)
• To express their own views about people, places and environment (1c)
• To communicate in different ways (1d)
• To use geographical vocabulary (2a)
• To use fieldwork skills (2b)
• To use secondary sources of information (2d)
• To make maps and plans (2e)

• To describe what places are like (3a)
• To identify and describe where places are (3b)
• To recognise how places are changing (3c)
• To recognise how places compare with other places (3d)

• To recognise changes in the environment and how the environment may be improved and sustained within the locality of the school.

Resources

• Photos of local streets surrounding school, collage materials, 2 contrasting photos of outside school gate, digital camera, dictaphone, clipboards, photo sequence pack – (8.30am-4.30pm), prepared tally charts, signs/signals/instruction photos, photos of methods of slowing cars and stopping parking, dazzle, frames for helping to write/present findings, links to governors, local councillors, police?

Vocabulary

Subject specific

Expected Outcomes

• Most children willbe able to identify (L1) key features of surrounding streets to the school, use geographical questions and vocabulary, recognise (L1) and begin to describe (L2) the key features of surrounding streets, ask and respond to questions about what it is like to enter and leave the school.

Some children will require support when identifying key features for their map e.g. through provision of word cards to copy. They may also require targeted questions throughout the discussion. Need to work in mixed ability groups to support vocabulary development.

• More able children willbe able to use geographical vocabulary to describe (L2) and compare (L3) the different features of the streets surrounding the school.They will be able to describe (L2) and make observations (L3) about the use of roads surrounding the school. They will be aware that different streets have similar and different characteristics (L3)

Unit evaluation

• Investigating the character of streets in the local area.

• What are the streets like in our local area?

• To recognise and begin to describe features in the local area.
• To use resources and their own observations to respond to geographical questions.
• To develop fieldwork skills.

• Mystery photos – show children a selection of photos of streets which surround the school (on IWB or in packs) ask the children if they recognise where photos were taken.
• Secret streets – take class on walk around local streets surrounding the school (either in groups or as the whole class). Point out features in each road, e.g. housing, road signs, and road markings.
• Each group is given a surrounding road to recreate for wall map display/collage.

• Children understand that streets have key characteristics.
• Know some of the activities which take place in key streets.
• Be able to talk about similarities and differences between streets.

• Photos of local streets surrounding school.
• Wall space
• Collage materials
• Adult helpers

• Recognising that streets are dynamic and that they often change during the day.

• How does the street by the school gate change at the start/end of the day?

• To recognise that environments change.
• To identify the processes which cause change adjacent to school.
• To recognise and begin to describe simple geographical patterns.

• Spot the changes – with 2 photos taken outside the school gate at two different times of day – in pairs/groups – chn discuss what they can/can’t see.
• Fieldwork – observing/recording events throughout the day at the school gate/car park. Group presentation of findings?
• Photo sequencing – photos taken throughout the day outside the school gate – is there a pattern (similarities between morning and end of school?)

• Understand that the school gate/adjacent road changes at the start/end of the day
• Be able to recognise and begin to describe the key changes.

• 2 contrasting photos of outside school gate.
• Digital camera/ Dictaphone/ clipboards etc
• Photo sequence pack – (8.30am-4.30pm)

• Problems facing people using the roads adjacent to our school.

• What are the problems for people arriving at, and leaving school?

• To respond to and ask geographical questions.
• To recognise that people affect the environment.
• To collect simple primary data.
• To develop fieldwork skills.

• Chn to interview their parents/relative/childminder who take them to and from school – discussing the effect on adults, children and drivers of the build up of people/vehicles.
• Children to complete traffic tally before and after start of school – can they spot the problem?
• Group discussion – circle time. Investigate feelings about the school gate/road.

• Be able to respond to questions after collecting information.
• Be able to make simple tally of different types of vehicles.

• Adult participation.
• Prepared tally charts.

• How places change and how the environment can be sustained and improved.

• How could the school gate/road be made safer?

• To recognise and describe signs and signals in the local area.
• To recognise how street environments can be sustained and improved.
• To express their opinions about sustaining the environment adjacent to the school gate.

• Investigate signs, signals, and instructions in the local area. Classification (shapes, colours, figures meaning). Picture based or fieldwork. (Possible homework – where can they find certain signs/symbols?)
• Investigate methods of slowing cars down/stopping parks etc – in the local area and other places – picture based or fieldwork.
• Group work – creating signs and signals which they would use to alleviate school gate problems (use of computers) and create their own rules for entering/leaving school car parks?
• Children’s rules sent home in newsletter (could lead with local authority link to real signing and alteration of the school gate environment).
• ?? Group presentations to parents and members of the community (using range of presentational styles.

• Knowledge of signs/signals in the local area and what they seek to do.
• Develop understanding of how vehicle can be slowed down and prevented from waiting in the wrong place.
• To be able to put forward ideas for improving the environment adjacent to the school at the start and end of the day.

• Signs/ signals/ instruction photos.
• Photos of methods of slowing cars and stopping parking.
• Dazzle
• Frames for helping to write/present findings.

• Problems facing infant children entering and leaving school.

• What are the problems/concerns of Year 2 children at the school gates?

• To share personal preferences about the environment with other people.
• To realise that other peoples opinions may differ to theirs.

• Sharing of year group discussions – expressing feelings (to Mrs Cottrell, Governors, local councillor, Getting it right police officer).
• Preparation of findings – range of formats for a news letter to go home to parents?

• Be able to share their opinion and point of view.
• Know that different people have different points of views about issues.

• Require links to governors, local councillors, and police?

• Chn’s discussion when comparing 2 photos of outside the school gate.
• Chn identify problems outside the school gate.
• Chn create new signs and signals which could be used.
• Chn create their own set of rules to be sent home to parents.

• Photo of wall map display/collage
• Chn’s suggestions for signs and signals which could be used.
• Chn’s set of rules created and sent home

Expected Outcomes

• Most children willbe able to identify (L1) key features of surrounding streets to the school, use geographical questions and vocabulary, recognise (L1) and begin to describe (L2) the key features of surrounding streets, ask and respond to questions about what it is like to enter and leave the school.

Some children will require support when identifying key features for their map e.g. through provision of word cards to copy. They may also require targeted questions throughout the discussion. Need to work in mixed ability groups to support vocabulary development.

• More able children willbe able to use geographical vocabulary to describe (L2) and compare (L3) the different features of the streets surrounding the school.They will be able to describe (L2) and make observations (L3) about the use of roads surrounding the school. They will be aware that different streets have similar and different characteristics (L3)

Focus questions for walking around the village.

Group 1 (School gate – Church gate)

Walk past the school car park.

Cross the road and head towards church lane.

• Talk about what they see along the way – bus stop, signs etc.

Cross the road and stand at corner or Church lane. (In front of road signs for Church Lane and Milkingpen Lane)

• Discuss why do the signs have different names on?
• Why are there arrows on the road signs?

Start to walk towards the church (single file along road with one adult at front and one at the back). Stop opposite vicarage and read vicarage sign.

• Discuss who lives here?

Continue towards church and stop at garage called ‘The old milk store’.

• Discuss what is this building now?
• Was this building always a garage?
• How do we know it wasn’t? (Read the sign)
• What do you think it used to be?

Continue towards the church and stop at the parking area.

• Discuss what you can’t do here? (Read sign on wall)

Continue towards church, but stop at building before the church.

• Discuss is this building old or new?
• Do they notice - old barn sign, old brick work, slits in the brick work, but

new windows, new tiles, new guttering?

Continue towards church, but stop just before church gates. Look towards ‘The Granary’

• Discuss what used to happen at the granary?

Stop at the church gates.

• Discuss why is this road called church Lane?
• What must cyclists do now we are at the gates? (dismount) – What does this mean? What do you think it means?

Group 2 (Church gates – green gates at the front of the church)

Walk through the gates of the church and look at the blue sign.

• Discuss what is the name of the church?
• Have we past another building with St Mary’s in the name? (Junior school)

Walk up the side of the church towards the front gate and stop at the bench on the right.

• What is unusual about this bench? (It has a dedication on it) Why is this on

the bench?

Continue to walk towards front gate and stop just before parish room by the side door to church on your left). Look at the windows on the church and parish room.

• Discuss how are all the windows you can see different? (old, new, shape,

what they are made of, glass they have used).

Continue walking towards front gate and stop at brow of hill in churchyard looking at 3 houses in front of you.

• Discuss which is the oldest and newest house and why they think that?

Walk down towards green gate and stop.

• Discuss when was the cream house in front of you built? How can we tell?

(date on the front).

• Discuss what they think is missing from above the porch of Brook cottage?

(they have blocked in a window)?

Walk through gates and stand at bus stop, look right towards the bridge.

• Discuss why is there a bridge there? What is it for?

Group 3 (The bus stop – ‘The Old Forge’ building.

At the bus stop cross over the road (so you are walking on the edge of the road towards the traffic)

Walk towards the Crown pub. Stop and look at Seige cottage and Apple cottage.

• Ask and discuss is this one house? (Use signs to determine it is now two

homes).

Continue walking towards the Crown. Stop at gates (opposite entrance to Church Lane by the thatch cottages).

• Discuss how are these two cottages similar/the same?
• How are they different to the other houses we have seen along the way?

Look at ‘The Old Forge’ sign on the side of the house.

• Discuss what is the man doing on the sign?
• What do you think the cottage used to be?

Look at the opposite side of the road (the church lane sign).

• Discuss why is this road called church lane?

Stop at the public footpath sign (just before the telegraph pole)

• Discuss what runs up the side of ‘The Old Forge’? (public footpath).
• How do we know?

Look at houses to the left of ‘The Old Forge’

• How are they different to ‘The Old Forge’ cottage? (Height, windows, roof,

brickwork, plants growing on one, wooden fence/brick wall)

• How are the same? (Both have chimneys!)

Continue walking towards the Crown pub.

Group 4 (the 30 sign just past ‘The Old Forge – Camrose House (opposite junction for Crown Lane)

Continue walking towards the crown. Stop at the 30 road sign.

• What is this sign for?

Continue walking towards pub. Stop at houses numbered 23 and 25.

• How are these houses different to the ones you have passed already?

Continue towards pub. Stop and look at barn (on opposite side of the road to you)

• What do you notice about the wall you are looking at? (beams in the wall,

windows in the roof, end is falling)

• Is it an old or new building?
• Tell the children it used to be a barn. What do they think it is used for now?

Continue towards pub. Stop the driveway to ’19 The Street’. Look at the sign above this door and the sign by the front door of the house opposite.

• What do the children think the name of this road is?

Continue towards pub. Stop at the bakery.

• What time does the bakery open/close?
• How can we find out?

Continue towards pub. Stop at Crown Crescent sign.

• What type of bush is in front of the houses? (holly)

Walk past Camrose house towards pub. Stand at entrance to Camrose house.

• Discuss the post box and door bell – how are they different to yours?
• Discuss the front door, size of windows.
• How do you think they heat the house? (wood in front of the door)
• Why is there netting over the thatched roof?

Group 5 (The brown Basing House sign (next to Camrose House) – School)

Stand by the signs (opposite the pub)

• Discuss why is the Basing House sign brown?

Look opposite towards the entrance to Crown Lane.

• What does the sign say? (overhanging building) – why is it there?

Look at the pub.

• Why is it called ‘The Crown’?

Cross over the road and start to walk up Crown Lane (towards oncoming traffic). Stop at ‘the Malt House’ sign.

Look back at the house on the opposite side of the road.

• What do you notice about the roof? (half thatched/half tiled)
• Is all of the building made of the same material?

Look at the Malt House.

• How many floors do you think this building has? (3) How do you know?

(number of windows).

Continue walking towards school. Stop at ‘Cannon Cottage’. Look at the cottage.

• Why is there netting on the thatch?

Look at house across the road and compare with ‘Cannon Cottage’.

• How are they the same and different?

Cross over the road to the path on the other side of the road. Continue walking towards school (crossing the junction to Almond Close).