Windwards Isles - Main Menu - Place Value in the Windward Islands

How can it be used?

The resource comprises the following:

  • Case studies 1-5

  • PowerPoint presentation ‘Place Value in the Windward Isles’
  • Case Study PowerPoint presentations 1-5

The above resources should be used in conjunction with other reference material, including maps which are located in the ‘Resource Box’ and other factual information about the Windward Isles.

 The resource is used to promote children’s understanding of places through analysing localities of personal significance and value.

- Students are prompted into reflecting upon their familiar environment and selecting places which they deem of most personal value.

- Children then have the opportunity to view images of places which children in St Lucia and Dominicavalue and are prompted to compare the similarities and differences with places selected in their local environment.

- The final stage of the mini-project is for students to use case study information about a hypothetical person to select images of the places which the student thinks the case study individual would most value, justifying their choices in relation to the information given in the case study. Additional resources should be used in conjunction with the case study information, including maps, atlases, satellite images and non-fiction information about the localities mentioned.

- As a more detailed extension activity/ essay pupils may consider the question highlighted in the PowerPoint presentation ‘Place Value in the Windward Islands’ concerning the links between the banana industry and the value of places in the Windward Isles, focusing specifically on St Lucia and Dominica as cast studies.

The people in the case study are fictional, however, it is stressed that information is based upon real situations and places and reflects a true picture of life in parts of St Lucia and Dominica.

Factual information about each country was sourced from on 23.1.06

Who is it for?

Years 5-9 (KS2/ 3) Wide audience range

What are the key themes?
  • place
  • identity
  • empathy
  • people
  • child’s perspective
  • similarities and differences between the student’s locality and the Windward Isles
  • the banana industry in the Windward Isles

How does it address the curriculum?

KS2: Geographical enquiry: 1a) ask geographical questions; 1b) analyse evidence and draw conclusions

Geographical skills: 2a) use appropriate vocabulary; 2d) use secondary sources of information; 2g) develop decision making skills

Knowledge and understanding of places: 3a) identify and describe what places are like; 3b) and 3c) identify and describe the location of places; 3f) to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world; 3g) to recognise how places fit within a wider geographical context and are interdependent .

Breadth of study: 6b) a less economically developed country; 6d) theme: settlement

KS3: Geographical enquiry and skills: 1a) ask geographical questions; 1d) analyse and evaluate evidence and draw and justify conclusions;

Geographical skills: 2a) to use an extended geographical vocabulary; 2d) select and use secondary sources of evidence, including photographs; 2f) communicate in different ways, including using ICT; 2g) decision-making skills

Knowledge and understanding of places: 3a) the location of places and environments studied; 3e) explain how places are interdependent

Knowledge and understanding of environmental change and sustainable development: 5b) explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives.

Breadth of study (themes): 6g) settlements