Skip to main content

Campaigning for change–guerrilla geography

IMG_1813

One of the great features of working with creative practitioners is the unexpected outcomes.  As a result of a Creative Practitioners legacy grant, teachers from Priory were able to meet together and work with students and artists.

As a result of bringing together a geographer, an EAL expert (English as an Additional Language), two creative types and some students, we found out that there are 37 languages spoken at Priory School.  This set up an enquiry question that Year 7 students started to explore.

Guerrilla Geography is a concept developed by Dan at the Geography Collective and is a powerful tool to use in the classroom.  To me, geographers not only study their environment but aim to change it.  After all, the current National Curriculum demands that geographers at Key Stage 3 make informed decisions.  In a climate of riots and revolutions, it’s one of the jobs of teachers to model and introduce other, more covert, methods of protest.

During a series of lessons where on-site fieldwork was employed, Year 7 discovered that our school space could reflect the incredible diversity much better. 

Therefore a subtle campaign was developed.  QR codes linked to the pupil’s message and official looking signs were created to place over (non essential non safety security signs of course Winking smile ) signage and placed in prominent locations around the school.  Then we waited.  The QR aspect of the project was inspired by Sam Atkins’ work on the Olympic Geocaching project.

Students used the iPads to record a campaign message at locations and to record the adventure and these were shared using the mirroring features of the iPad and Apple TV.  DiGITAL LEADERS were embedded into the lesson in order to assist students with the filming and location of signs.

This activity is geography as school space affected learning.  The features of a space affect the actions of those within, and this powerful message has been passed (hopefully) to a wider part of the school community.

Check out their work by heading here.

Comments

Popular posts from this blog

#GAConf22: A paradigm shift for anti-racist, decolonised teaching and inclusion

 " You can't start a fire,  You can't start a fire without a spark" Bruce Springsteen.  Well, it's been a fair while since I felt the motivation or the need to blog. Whilst not a story for now, over the past five years I've danced along the knife edge and, often, the call of the abyss has been both tempting and compelling. Certainly, my failing in both my personal and professional life have been numerous. But. This is not about me, but the people that have (re)ignited the spark to the fire in my soul. I realise that this is from the perspective of a privileged, white, middle class male view. I even have a beard. I am scared of getting it wrong on this topic. Teach me if I am wrong, it is from the position of a learner. I was looking forward to the GA Conference this year, the first face to face since 2019. I have to say that Alan , as president, and the Geographical Association's team did a fantastic job at being inclusive. The hybrid format allowed peopl

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey.  As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others.  Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up.  I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions.  From being awe inspired to that tingle feeling when a student gets a light bulb moment.  From this-is-the-happiest-day-ever, to I-think-I’m-about-to die.  How often do we engage the emotions of those we teach?  Here, I would argue that having a safe learning environment is not always conducive to profound

Trust and support our school leaders, the role of the governing body in the Covid times

One of the roles that I love is being the Chair of a Governing Body.  The aim of this post is to share what we are doing, as a Board, during these difficult time.  I will refrain from commenting on the role of the Government, DfE and local authority as I intend for this to be both a positive and useful post. What is clear is that governing bodies have a crucial part to play. I am grateful both to the brilliant Clerk and the National Governance Association whose Covid advice pages are fantastic. Firstly; from the outset, the brilliant leadership team that I work with have my unwavering and public support. Regardless. As this is a fast evolving crisis, often with pages of advice, guideline and directives to decipher and digest on a daily basis. As such, the role of governing bodies is twofold: 1.  to prioritise the providing of support to the Headteacher and all colleagues in the school, and 2. to allow them to get on with operational matters and decision making. The role of