Photographs Copyright Bryan Ledgard unless otherwise stated and used with permission
Photograph copyright of David Rogers
I went out for a wander the other day with my son in order to complete some Mission:Explore missions.
My last post explored the launch of Mission:Explore. This post will explore some practical applications of the book in the (Geography) Classroom. Below is a description of how I have used the book to support learning.
One use is the development of data collection and methodology. for example, look at the two missions above. How would pupils go about collecting the proof. Could different mints result in different results? Why are there three attempts? With the introduction of Controlled Assessment in the UK, it is even more important that pupils are able to collect and critically evaluate their data.
By using missions, the difference between qualitative and quantitative information can be explored with classes as can the confidence that one has in data collection. Remember to Prove it!
During the field visit, participants explored how Mission:Explore could be used to support learning. Mission:Explore links to PLTS, SEAL and many other government initiatives including Community Cohesion. Most importantly, the book encourages pupils to explore space, place and interdependence, all key concepts of the National Curriculum for Key Stage 3.
During the 2 hour explore, we put a steady stream of Tweets about the evidence being collected. In a school environment, this would provide an opportunity to explore personal internet safety.
Finally, Mission:Explore provides an excellent opportunity to develop transition links. When a new cohort come to your school, why not give them a chance to explore the school space using some missions? Or, when you arrive in a new fieldwork location, why not let the pupils let off steam from the journey by exploring their new place?