Windwards Isles - Main Menu - Your view of the Windward Isles
The resource comprises the following: Four themed photo-only slideshows and one video interview of a Fairtrade banana grower from St Vincent. 1. Four short PowerPoint Presentations:
The ‘photo-only’ slideshows have been designed to allow flexibility of use by students and teachers. We hope that their text-free nature will support access to these resources across a range of key stages and academic abilities. At one level, for example, creative use of the photo slideshows could support students in learning about a distant place and comparing this to their own place. At another level the slideshows could support students understanding of geographical concepts (such as uneven development; interdependence; futures; sustainability; and globalisation). 2. A Video PowerPoint Interview with
The video is presented in a series of short clips in powerpoint. Each clip deals with an aspect of Fairtrade from the grower’s point of view. The grower, Mr Da Silva, has a strong dialect so subtitles are provided and a full transcript is also supplied separately. Some examples of how the photo-slideshows and the video could be used are listed below:- 1. Using The Silent Photo Films Eg. 1a. Student Created Films: Students could use the photo-slideshow(s) to create their own film of a chosen aspect of the Windward Isles such as banana production, tourism or physical geography. They could use Microsoft PowerPoint to create a slideshow style movie. Eg. 2a. Student Created Films: Students could make similar photo-slideshow(s) of their own areas – possibly with the same themes e.g. My own school could make films on Bromley Farmers' Market; Tourism in Bromley/ London/ UK; Banana Consumption in the UK; Physical geography of Bromley. Eg. 2 Developing Geographical Enquiry Skills: Students could use the Resource Box to research the images in the films further. They could use Powerpoint to support a presentation to the class illustrating the results of their research. Eg. 3 Stimulus for discussion of geographical issues: Students could use the photo-slideshow(s)to support geographical discussions based on the video themes or wider themes such as globalisation, global trade, sustainability, or interdependence. They could use the films to aid comparisons to their own places. Students may also like to consider my own bias as a geography teacher from the UK when developing these films. 2. Using The PowerPoint Video Interview Eg. 4: The relationship of dialect to places: Using the supporting text, students could listen to the rich colloquial use of the English language of the St Vincent banana grower. How much of his speech can they understand? If they listen to it more often can they understand his dialect better? Students could consider their own dialects and the words they use in relation to place and culture. Eg. 5: Considering Fairtrade: Students could consider the views expressed by the Fairtrade banana grower. They could relate these views to their own understanding of Fairtrade and consider what questions they would like to ask him. Students could interview other people / research the views of other people about Fairtrade.
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Years 5-11 (KS2/3/4) Wide audience range
The videos can be used to support learning in many parts of the National Curriculum and in KS4. In the GCSE geography Pilot, for example, the videos may be used to support the units on My Place in Britain , People as Consumers, Travel and Tourism, and Introducing Cultural Geography. There may be cross-curricular potential for example the use of dialectic speech in English and MFL; ICT skills such as video editing and powerpoint presentation. The following aspects of the Key Stage 3 geography curriculum could be addressed by using these videos. Knowledge, skills and understanding1)Geographical enquiry: a. ask geographical questions; d. evidence; e. values and attitudes; f. communication 2)Geographical skills: a. geographical vocabulary; d. secondary sources of evidence; f. to communicate in different ways 3)Knowledge and understanding of places: a. to describe contexts of places studied; b. physical and human features of places; c. changes in places; d. interdependence and global citizenship 4) Knowledge and understanding of patterns and processes : b. physical and human processes 5) Environmental Change and Sustainable Development: b. sustainable development and places Breadth of study6) Two countries and 10 themes: a. two countries in significantly different states of economic development; h. changing distribution of economic activity; i. development; j. environmental issues 7) a. study at a range of scales; b. different types of environment;
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