This graphic shows how the skills needed to produce high standard are progressively developed from step one through to progression step five. Use this when planning activities to ensure that progression in skills and the appropriate level of challenge are central to any task.

📊 Geographical Information Systems (GIS)

A geographic information system (GIS) is a system designed to capture, store, manipulate, analyse, manage, and present all types of geographical data. The key word to this technology is geographical – this means that some portion of the data is spatial. In other words, data that is in some way referenced to locations on the earth.

Coupled with this data is usually tabular data known as attribute data. Attribute data can be generally defined as additional information about each of the spatial features. An example of this would be schools. The actual location of the schools is the spatial data. Additional data such as the school name, level of education taught, student capacity would make up the attribute data.

It is the partnership of these two data types that enables GIS to be such an effective problem solving tool through spatial analysis. GIS can be used as tool in both problem solving and decision making processes, as well as for visualisation of data in a spatial environment. Geospatial data can be analysed to determine:

the location of features and relationships to other features
where the most and/or least of some feature exists
the density of features in a given space
what is happening inside an area of interest (AOI)
what is happening nearby some feature or phenomenon
how a specific area has changed over time (and in what way).

⭐ EXPLORING!

Data should be relevant to learners to increase the authenticity of the learning.

⭐ REAL LIFE!

Data should be relevant to learners to increase the authenticity of the learning.

⭐ HAVE A POINT!

The activities should have a clear purpose and provide the intended audience with a better understanding of the information.

⭐ MIX IT UP!

Explore a range of places and data using local, national and international contexts.

⭐ LET’S TALK!

Allow learners the time to explain what they have done and why. Allow peers to evaluate and interrogate their work.

Suggestions 🔎

Apple Maps

Google Maps

j2create

j2office

Google Earth

PowerPoint

Digimaps

Here are some applications and software that you can use to develop GIS skills. These are a small selection - there are MANY more available. It is essential that you select the applications and software that is suitably matched to the learner's stage and that each learner experiences a range of these applications as they apply and develop their digital skills.

PS1 - Explore and locate

What does good look like?

Learners can add images and texts of places to a simple map such as pictures of buildings and their names. Many of the tasks will be unplugged activities and will look at identifying and organising information and placing it spatially.

However, it’s important to have realistic expectations as pupils at this age may need guidance and support to fully understand and apply these skills.

How about...

Using maps of the local area or local attractions to identify features.

Using printed maps of the local area to add labels and pictures.

Identify the features of a famous place and find images of famous buildings or features. Add these on to a paper map.

Add images of animals and the environments they might be found in on world maps.

⭐ Skills ⭐

Understanding location

Learners develop an understanding of location by placing items, words, pictures on a physical (e.g. Car rug play mat) or digital map.

Adding text to a feature

Add text digitally or written labels to maps or plans e.g. classroom plan to provide the audience with additional information.

Adding photos

Take photos using their digital devices and add them to maps or plans.

PS2 - Searching, locating and labelling

What does good look like?

Learners can independently locate and add basic text and images. They will be able to use pins and icons to locate places and features. Learners will be becoming familiar with the use of scale functions and be able to choose appropriate scale maps as base maps for their purpose. Learners will be able to perform searches using postcodes and place names.

How about...

Using postcodes searches and markers to locate and name features in your area.

Using place name searches to explore destinations around the world.

Add photos and text to create a map of your school.

Use historic maps to investigate your local area or industry in the past.

Use the scale features to produce a suitable map to explore the local area.

⭐ Skills ⭐

Growing accuracy

Learners develop their spatial accuracy in placing information and locating features e.g. using pins to accurately locate a place or feature.

Adding images

Learners use images to provide information about a location. This could include photographs or graphs and infographics containing data that they have collected. These are placed on the map / plan appropriately.

Adding text boxes

Learners use text boxes to include more detail about a place or feature. These are placed on the map / plan appropriately.

Choosing the right map

Begin to understand that the scale of a map is important to finding information e.g. a world map won’t provide information about their immediate locality. If using a digital map, learners begin to explore the zoom function.

Perform searches

Search for locations and information using both postcodes and place names.

PS3 - Presenting information

What does good look like?

Learners can, with increasing independence, add appropriate information to a map of their choice. They will be able to use the appropriate scale of map. They will be able to consider the presentation of both text and graphics. When appropriate they will be able to use line tools, colour overlays and measurement tools to add relevant information to their presentation.

How about...

Creating a journey to school with information on the route, include distance and labels for key features.

Create a map showing information about a place following a school visit using a range of tools and added information.

Use coloured areas to show different types of ecosystems within a country or region.

Devise a plan for a school-based exercise activity with text to explain the locations of the activity station and distance between the stations.

Comparing the area of different buildings in their locality or similar buildings in the country e.g. football stadiums and castles.

⭐ Skills ⭐

Shape and line tools

Adding shapes and lines to the map help to identify significant aspects of places and features e.g. a route to school.

Colour tools

Use the colour tools for shapes and line features on a map to highlight differences within a place or area e.g. marking buildings that have different uses and create a key.

Measurement tools

Learners are beginning to use the measuring tools to measure distance between features and places. Using these tools they could also begin to add information on the area of features. e.g. the area of the school grounds.

Map selection

Different base maps could be used and will be dependent on the purpose of the activity. Aerial images, Ordnance Survey maps, plans and historic maps could be used as the base map to which the information is added.

Scale and zoom function

With growing independence learners choose an appropriate scale of map for their work.

PS4 - Increasing complexity

What does good look like?

Learners can create engaging and purposeful representations of both spatial and attribute data. They will be able to use other forms of spatial data, other than postcode data. They will be able to use overlays and transparency to show changes over time. Their use of measurement tools will become more sophisticated. Learners will begin to take open source data and manipulate it into an appropriate format before using it in their own map work.

How about...

Using tools and images to annotate structures and features of castles.

Using text, images and markers to create a resource for a visitor centre in Wales.

Using coloured shapes and different overlay maps to show the change of land use in towns and cities.

Using markers, colours and measurement tools to show the features of a natural habitat or ecosystem.

Adding data from research to show patterns across the country. e.g. health data.

⭐ Skills ⭐

Upload data

Provide the learners with data in a csv file that can be imported for their own use e.g. number of raids during the blitz on UK cities.

Use colour tools

Learners use colour tools with increasing accuracy and sophistication to highlight differences within a place or area.

Use map overlays

Using shape overlays and map transparencies learners could identify changes over time in places and features.

Use measurement tools

With increasing independence learners measure distance, perimeter and area of features and places to add further detail for the intended audience.

Spatial data

Learners may begin to use other forms of spatial data to locate features and places, this may include GB postcode, longitude and latitude, and British National Grid references.

Evaluate

Learners should have the opportunity to peer and self-evaluate their work for clarity of design.

PS5 - Analyse and evaluate

What does good look like?

Learners can independently create data representations that bring together a number of skills. They consider the purpose and the audience for the map. They effectively use text, images, colour overlays and data to create an engaging representation of both spatial and attribute data. They may use a variety of overlays to explore concepts such as change of time or what is happening within an area of interest. Learners will effectively use buffer tools to explore what is happening within a given distance of an object or place.

How about...

Using buffer tools to explore pollution levels along the motorway.

Using data from biology fieldwork to show changes across an area of sand dunes.

Using data from local businesses to show the range of a business.

Using data collected during geography fieldwork to show changes over time.

⭐ Skills ⭐

Multiple tools

Learners independently use a range of tools to create a well-considered representation of the information.

Use buffer tools

Through the use of buffer tools, learners can explore features and places within a defined distance of a point or line. Buffer tools may be used to exemplify the range of place or feature e.g. range of a transmission.

Source and import

Learners could collect their own data from enquiries or from open source data. They will be able to format this into an appropriate file that can be imported. This should allow learners to analyse the data with greater sophistication.

Creativity

Learners are creative in their use of information and produce appropriate data representations for the intended audience. They will carefully consider the layout of the images, text and overlays.

Evaluate

Learners critically evaluate the final product in terms of the quality of the data representation and the clarity of design.