 We'll get started, guys, because time is of the present. We haven't got a lot, so let's get going. So as Laura said, my name is Darren Bailey. I work at the Ornant Survey. And my role at OS is to help teachers and training teachers use our materials, linked to the various curriculums and syllabuses. Hopefully you can see the front page of my PowerPoint. So even though we're talking about primary and secondary, I've kind of turned this onto a primary example of how to use digital map schools, but with some links into secondary as well. Now I wanted to focus on the key off-stead findings that came out quite recently around primary geography. So I wanted to look at how we can help you with these. So this will link into primary and secondary as well, guys. So first of all, the first one was training. So if you guys have made your way tonight to this session, then you found, at least you found some training, okay? So this will help you build into your geography curriculum. Now I will say we work with the Geographical Association and the Royal Geographical Society, both fantastic advocates for geography in this country. They run lots and lots of school CPD sessions, covering primary and secondary key stage one, the key stage four. So if you're looking for some training to build on your geography and your geography knowledge, make sure you go and have a look at these guys' websites, okay? They will be able to be able to host some training for you. And of course, keep coming to the fantastic webinars that Adina are running as well and build your knowledge around using digital map schools. Now the second one, important geographical skills were lacking. So I'm going to do a little bit of live demo showing you the items there where we've got scale, scale, symbols, grid references, UK, Europe, et cetera, et cetera. Now the third one, schools not meeting the national curriculum. So again, looking for guidance for you guys to go and find some information about how you can link your geography into the curriculum to make sure you're delivering that rounded curriculum that Ofsted want to see. So the first one I'm going to use you to is a document that we've created, which is available on the Digital Map for Schools website. So this is teaching map skills to inspire a sense of place and adventure. Now this is pitched at key stage one and two. This has been created by Paula Owens. And Paula Owens is a leading name in geography in this country. She creates lots of fantastic resources and is a superb geographer. Now she's created this fantastic guidance for us bringing together all the elements that you'll need to meld in your primary geography curriculum. So this is looking at planning. This is looking at progression throughout year one to year six and all the links into the Ofsted guidance as well. So the front page looks like this one and there's just a little piece of taken out of the book here looking at those knowledgeable elements across the geography curriculum and looking at that kind of progression guidance there as well. Now for early years and if you see secondary guys out there listening we are hoping to have new versions of this created for early years and for secondary for September. So there will be a family of documents linked into that progression curriculum and Ofsted guidance covering from early years through to the end of key stage four. So have a look at the Digital Math for Schools website and look at ours as well. And hopefully those resources will be there for the start of the new academic year. Finally, number five because number two and number four I'm gonna show the live examples. There's number five. So very few primaries work with secondary schools. So this is one of those key findings that Ofsted found. I've always found this a very interesting one not coming from a teaching background myself. Why don't the primary schools and the secondary schools speak to each other? Because this is gonna be so relevant for you secondary guys on the geography that you can do with your pupils at year seven and year eight based on their experience and knowledge of their primary school geography. So why aren't you guys working together? So what can we do? What can we do to help you with this in the basis of using Digital Math for Schools? Is there a possibility that we can run some joint training sessions where we can get the secondary school along and bring all the feeder primary school geography leads as well together and maybe do something based around that. So it would be interesting to see what you secondary guys think of that. And of course your primary guys if you think working with the secondary school would also be useful in any way we can help you with that as well. So I'm gonna stop sharing my PowerPoint now. There will be this will be made available so you can come and get this and download it for another point. If you would like, could you pop a marker on the on its own HQ for me? So guys, what I was trying to put across that you couldn't see sadly was that concept of scale. So using different scales to look at place and location. So using a large scale map to originally find the building you're looking for and then you can just keep zooming out for me, Viv. So then we can see the different scales. We see it one to 25K if we zoom out again we can see one to 50K. So we're starting to see that larger area and seeing how things are depicted differently on an online survey map. And then as you can see we can come right out we start to see county information. Then we'll see in the southern coast of England and all the way out until we see the context of the whole of UK. So using those different scales to look at place and location. So seeing where you fit in your local, regional, et cetera, et cetera, et cetera. So those. So, Viv, can you zoom out to the extent of the UK? And in the overlays, can you overlay the British National Grid System please? I think you might have to zoom in one layer. There you go. So guys, one of those key skills is using the National Grid System to use for your four and six figure coordinates. So there's a couple of really nice tools within Digimap Schools to help you with these. So we can see the full extent of the UK here, okay? With the complete overlay on top of the map. Viv, if you can zoom in on the unit survey HQ again on the postcode. So as you go down through the grid, we start to see that division of grid. And of course, you guys know that knowing which 100 kilometer grid square you're in is incredibly important when you're doing your grid reference work. So we can zoom right in and keep going in Viv until we're right in on top of the OS building. So using this to do our coordinates and our grid work, okay, with your pupils. Now you can, of course, print these maps out if you wanna stop there, Viv, that's fine. So you can print these maps out and you use these and have physical, tangible copies in the classroom to be able to use. But as you can see, if you could just pan up just a fraction, Viv, just so we can see all the coordinates, fantastic. So we can see now our completed grid for six figure grid references. So we can do this the proper way so we can go along the corridor and up the stairs to find our points and our coordinates for our six figure grid reference. And of course, more importantly, you can see the abbreviation SU which is very important when we're actually doing our grid reference work to show this. Now, Viv, you can just show the grid reference tool as well that's under the drawing tools. So we also have the option, if you click on anywhere on a point, on the map it will also give you the grid reference. So we can find the grid reference for specific locations. So if you're doing a nice little study around your locality around landmarks in your location, can we find these landmarks? Can you give me the grid references for these locations? Or you can build these into kind of quizzes. So can we find historical buildings throughout the UK and find the grid references for those locations and completing your grid reference skills that way? So it's a really nice way to introduce those grid reference skills, those key mapping skills. So Viv, can you zoom out to the extent of the world for me please? So the greatest thing about Digimap Skills now is not only are we limited to Great Britain, we can now go anywhere in the world to show a map. So when you're linking your European and world geography, we now have those options to be able to do this. So Viv, if you can turn on the overlays, could you please turn on the major lines of latitude? So here we're about to show you those elements that you'll find in the key stage two curriculum that the wording that you'll find. So we've got the tropics, the equator, the Arctic Circle, et cetera. So that terminology we use in the classroom, you can look at this. Viv, can you change the map to the Atlas view? So we've got two ways of doing this. We've got a beautiful physical view, but we also have our Atlas view. So why not use Digimap for Schools as an Atlas to look for places and locations in the world? So you've got that fantastic online Atlas you can use with your pupils. Can you put on the world time zones please, Viv? So world time zones again, some terminology, geographical skills, looking at time and locations, time zones specifically mentioned in the curriculum, we can bring in the terminology of hemispheres by leaving the equator on there. So looking at southern and northern hemisphere. And this is an opportunity as well to link in some maths. So looking at different places, different times in different worlds. So linking a little bit of maths into your geography, looking at those time differences. So these are some really, really fantastic overlays that we can show for the world for those key geographical skills. Viv, you could just zoom back in on the OS HQ using the postcode. And finally on the map selector box there guys, we've got aerial and aerial X. So Viv, if you could turn one of those on for me, that would be great. So one of those key things for recognizing place and location at key stage one is using aerometry to interpret place. So here again is a tool that you can use to bring in that element at key stage one, looking at place and location using aerial injury. And if you could put on the OS map and slide between the two, Viv. So we can now slide between the aerial image and the map. So to help us understand and interpret the map, we can use the aerial image and the mapping layer together. So looking at those key geographical skills as well. Now, Viv, you might need to give me back control because fortunately I planned ahead and put my field work elements into my PowerPoint so people could at least see those. So I won't be able to show them live on Digimap skills but at least I'll be able to talk you through them hopefully on my PowerPoint. But this is looking at field work elements. So one of those things that came up was looking at opportunities for field work. Now these can link in to both primary and secondary. So I'm gonna show you a couple of these on the screen. So the first one you're gonna see is a land use map. So this is a really nice piece of geography to do with Key Stage Two pupils but also for you Key Stage Three people looking at land use at a location this is a great little piece of work to do. Okay, because this can be around your own locality. It's about collecting and presenting data which is terminology you'll find in Key Stage Three and using GIS to show this using symbols. So there's a conversation to be have how would you symbolize place in the location? So you can see on this map looking at the buildings, classifications for the buildings that the pupils used. But this one's called what's this, okay? So for primary pupils, okay? Using your own school grounds to do field work. So how about taking obscure pictures of certain things in your school grounds and linking them to your map? So then your pupils go and explore and see if they can find out what these images are in their location or around the school field. So using your own school grounds to do your field work which is a nice way to link those in and of course using photos to recognize place and location the school grounds. So let's stop sharing, show you my next map, see if this one works. So hopefully you can see one now that says symbol walk. That looks like the same one as previously, Darren. Okay, this is going really well. I can see your slides down the side. It's obviously that looks more like a symbol walk. There you go. Yeah, that's a symbol walk, okay. So symbol walk, again, this can be key stage two or it can be key stage three. So if you've got key stage three pupils that don't know they're ordinary survey symbols, haven't looked at place and location, this is a nice one to link in. But it's especially useful key stage two using ordinary survey symbols where those are introduced. So this is planning a walk around a locality, identifying ordnance survey symbols in your location. Okay, so planning a walk to go past as many of these as you possibly can. And on that walk, collecting images. So what do these symbols look like in the real world? So to collecting images of a lake, of a main road, of some coniferous trees, of a church, et cetera, et cetera. So using those in your location, okay. So a really nice way to better link those elements together looking at planning a walk or using symbols and using images and bringing them together there. So let's see if this one works. Okay, so hopefully you can see my decibel map. So this one's a really good one again for key stage three and key stage two. So this is collecting data in your location. So this would be a map showing you decibel levels. So looking at the sound around a particular location and geo-referencing those particular points on a map. So using your map to observe, observe, measure and record information on a map, terminology that you'll find in the curriculums. So this is a human one looking at the human noise in a location. So the sound of traffic, et cetera, et cetera, those kind of things. So there's there. Or you could do this around things like temperature in the school grounds, rainfall in a location. Can we record certain points around a location? And observe, measure and record that on a map. And the final one I was gonna show you guys was especially for key stage four, which is this one on the side here, which is not easily gonna be able to see. Okay, so this is a field trip by a key stage four group of pupils to a particular beach location, recording sand heights at groins. So again, using GIS to collect, analyze and draw conclusions from geo-data. So this is collecting those sand heights at groins and trying to make a link between offshore drift, sorry, longshore drift and the accumulation of sand around groins and mapping these to show a location. So this is one of those maps. So guys, obviously my pressure is not working fantastic. So I'm gonna stop there. So is there any questions you need me to answer in the chat, Emma? No, I can't see any at the moment, Dara. But if anybody would like to ask the questions now then we've got a couple of seconds. Guys, the PowerPoint has been shared with Laura. So she will make that available when as soon as we can get it posted up onto the website, guys. There's a couple of questions I've come in, Darren. How do you drop photos onto the map? Okay, so there is a little photo icon on the drawing tools, which says image. And with that tool, you can click on that image tool, click anywhere on your map to geo-locate that particular image. And then you can just upload an image from the hard drive or the network on your school. And you can link that directly to your map. So this can be pre-collected images that you've got or images your pupils have collected for the location and link them to the map very easily. Thank you, Dara. We'll send help page a little link to show people how to do that as well. Somebody's asked about how do you view the aerial imagery? So on the actual map, there is a button that says map selector. And on the map selector, you've got different views that you can use. And one of them is aerial, or there's aerial x, aerial x just adds place names and road names. So it's quite easy to be able to move between those different data sets. Someone's asked about an introductory video. So again, we'll send a link to that. So guys, that's me. Sadly, it didn't work perfect. Okay, I wanted to show you some really, really good maps. But as I said, the PowerPoint will be made available. So you'll be able to view those maps that we've put together. So I will hand over to Emma if there's no more questions. Thanks, Darren. Thanks very much, Darren. Hopefully everybody can see my screen. Yes, that looks fine, Emma. Okay, and so I'm going to share the full screen and hopefully we won't get any technical issues. So just collapse all of that. Okay, then. So I'm going to showcase some of you so I've did your map for schools that I've done quite recently in the classroom. I've used it lots outside the classroom, but this one relates to inside the classroom. And so I thought I'd provide a little bit of a background. So the Geographical Association Initiatives Fund provided us with some funding. And it was for Adriana Morales and myself to take 248 upper key stage two pupils and there were 20 teachers and teaching assistants from five schools across Gloucestershire, South Gloucestershire, the Bristol area on a scintillating South American adventure in October 2020, right in the middle of the pandemic. Now it was originally intended to hold this particular multi-schools event in the Department of Geography and Environmental Management at the University of the West of England, Huey, which is on the outskirts of Bristol. However, we had COVID-19 and quite a few implications. And so we had to be a little bit creative and contemplated doing this via Zoom. So you can see a blog post report from that first event on 15th of October, 2020. And I was then asked if I would write an article for the Geographical Association's primary geography journal. And so this is in the summer edition and it's got a link to what we did and some resources and things that you might find useful too. But the feedback that we had from pupils, you can see some of it there. I know lots more about the Amazon now, we need to do more to help. I enjoyed having a Zoom session with other schools so we could learn together. I liked the opportunity to learn from someone who has had experience of it, not just my teacher. Adriana is a Brazilian and she's had first-hand experience of the Amazon. And it was really fun to learn about South America and the people and the children who lived there. And we had some great feedback from the teachers as well. So things like what a fantastic learning experience for staff and students at our school, the pupils were fully engaged and were able to use such a wide range of skills throughout the day and problem solving to analyze into thinking creatively. Today was a great way of enriching our geography curriculum and bringing core Key Stage 2 geography knowledge and skills and understanding to life. A really valuable experience that the children learn to lock from and so it continues. So following all this positive feedback, Adriana and I thought actually we don't need to stop here. We need to take this a little bit further. So I thought I'd just share this with you. I hope some of you, I know there were some bits coming up in the chat box that a couple of people couldn't see the video, but I hope majority of you were able to see some of that. So I just thought I'd put a sort of a talk about a typical multi-school event. So you can see there, we start at nine o'clock in the morning. We have a welcome and a starter for the first half hour and then the second sort of part of the day is session one, which is all about geography and critical thinking and literacy. We focus on location and place knowledge, human physical geography and geographical skills, which we continue with after break. And after lunch, we have a second session where we focus on smart and D&T and we go right into the heart of the Amazon rainforest before a half an hour preliminary session towards the end. And what I did when we were sort of constructing this particular workshop was to integrate some activities from the GA's critical thinking and practice guide and the British Council's training days. I do the critical thinking and problem solving for them. So I try to integrate some activities into the day. So I thought I'd just chat through some of the screens here. Okay, very quickly. So our starter. Now our starter is where we outline the learning objectives that are very closely linked to the national curriculum key stage two program study for geography. And we look at the development of critical thinking skills and we give out a sort of format of the day. Scores allocated names based on groups that have an interest in the Amazon region. So that could be loggers, minors, conservationists, researchers, et cetera. And then I access Google Earth Pro and I take pupils and teach them a virtual trip. So I go from Bristol, which is my nearest city, to Manaus in Amazonas in Northern Brazil. And I question pupils. I sort of ask them the distance that they think is involved, how long it might take. So it means a transport and the cost. And that is where they access digital map for schools to help them. And then I show them a movie clip, which takes them deep into the heart of the Amazon. So they get a feeling of what it is really like. And then see that we move on to activity one. Now activity one is where we look at the distribution of the tropical rainforest. And pupils can work either independently or in pairs, depending on what is deemed most appropriate in their setting. And they can access Google Earth Pro or they can access an online Atlas like Digimap for schools. They can use a hard copy of Atlas. They can use a globe. But they've got to answer the question on which continents and in which countries our tropical rainforest is found. And Digimap for schools is great for this because it's got an overlay where you can put it in the biomes of the world. But they're expected to write their answers around the outside of the map that they're given. And then we prompt them to zoom in on South America and onto Brazil and onto the Amazon basin. So they get a bird's eye view of an extensive area of tropical rainforest. And again, Digimap for schools has got that aerial facility that Darren was showing earlier. And afterwards I call upon the different schools to provide me with some answers. So you can see the children in action there. And then we move on. We look at a climate graph and data for Manaus in a city that's located on the river Amazon in the state of Amazon, it's in northern Brazil. And again, pupils can work in pairs or independently whenever is deemed most appropriate. And they use the sources provided to help identify or calculate answers to a number of questions on a sheet. So they might be identifying the months with the highest or the lowest temperature or precipitation. They might be calculating the range in temperature or annual precipitation. And then what we do is we reconvene to share our findings. Our next activity, activity three, is all about the tropical rainforest biome. And you can see there that pupils are given a short piece of text and they're expected to find a word from the table below to fill the gap. So this is really reinforcing subject specific vocabulary there. I reveal the answers and at the end I ask them what they learned about the tropical rainforest biome. We then move on and we look at the 5Ws and how approach. I give them a little bit of background information, first of all, about why the tropical rainforest are important. And I give them a few facts and statistics which about its status as a pharmaceutical wonderland, obviously pretty important at this moment in time. And we explore deforestation within the tropical rainforest. I show them a couple of movie clips. And then we look at this image with the 5Ws and how approach. And I ask them to feedback some answers to the questions there. And we sort of outlined some of the action that's been taken, but we really do appreciate that perhaps more needs to be done. We then move on to activity five, which is a thunk, okay? And before we do that, they are given some images of the tropical rainforest, three images in actual fact, and they've got to select a suitable caption to go alongside each one. And then we get them to consider two options. So option one there, you can select the indigenous people, live and manage the land as they have the thousands of years, or should the land be cleared for the cattle ranching? And we get whole class discussions being held in each classroom, steered by the teacher. And then we get them to think about this thunk where they've got to think deeply and philosophically and independently about what their dream Amazon would be like. And I emphasize that they cannot be right or they cannot be wrong, okay? There's no sort of right or wrong answer. But we get them to jot down a few words to start off with. And then we try to get them to expand each of those words to form a series of bullet points or a paragraph of writing. And then they share those bullet points, a paragraph of writing with one or two of their peers. They sort of point to whether their dreams for the Amazon are very similar or if they're very different. And then we ask teachers to select three pupils from each school to share their dreams with us. And you can see how they're sharing their dreams with a much, much wider audience. Some of the schools have actually taken this further the next day and created some absolutely wonderful writing, okay? That goes on from there. And you can see how it links in with literacy. Activity then six, I hand over to Adriana. And Adriana, she has first time experience of the Amazon. And so we learn about the Indigenous people's culture and their lifestyle through the medium of art and D&T. And so we emphasize the extent and diversity within Brazil. We link back to Digimap for schools as well. So we can compare the size of the UK with Brazil. How many UKs will fit into Brazil perhaps? And then she shows a series of photographs and movie clips and she takes them into the heart of the Amazon, talks about the rivers being roads and some of the issues that the Amazon people face and how this actually might relate to us. And we learn that the Indigenous people, they live in the forest and they work with nature, they protect it, they live in harmony, they have this simple life, they live in communities, they maintain strong traditions and then they have extensive distances from each other. So again, we can use Digimap to perhaps emphasize some of those distances involved, but traditions encourage them to meet up and to have fun and to help each other. So this Indigenous people's philosophy of all about sustainability of the rainforest, living within its limits, relating to it in an affectionate way, dreaming about the forest and its belief in forest spirits. And so Adriana, she showcases some of the items that she's collected on her trip to the Amazon and she demonstrates how they can be used to create a forest spirit and she also adds some animation to it so that her forest spirit has character. And then we give the children time to be created so they've previously gathered some natural artifacts and they produce their own forest spirit and then we share those images that the teachers have taken of their artwork with Brazilian teachers and pupils. And we challenge people to think about what the children in Brazil have perhaps taught them and what they might be able to do to support the children in Brazil and you can see them getting involved in some of their artwork that they've created. And we're very fortunate now to have strong links with the Canvibas, the Canviba Indigenous community about an hour and a half from Manaus. Adriana's in regular contact with them probably once a week. She has taught them some art and animation and we're sharing their classroom and their artwork with children over here. And what's been really nice is 5% of the proceeds because it's very much a non-profit making exercise but 5% of any proceeds then are gifted to the community and this has allowed them to pay for COVID-19 treatment for Tika, who's the medicinal woman within the wider community there. And they've just recently bought a sewing machine and they're now making their own clothes, which is lovely. So you can see there some of the feedback from pupils that have been involved in the day. And then we finish off with the plenary where we sort of reflect and we share learning experiences and I ask them to sum up the day of five words or a sentence or two and we think about sort of three key questions there before we review the learning outcomes with a thumbs up, thumbs down. If you want to read more about a typical day this was our last one, okay, so in mid-May. And our next one is next Wednesday. We have got a couple of places remaining so if you are interested, then do get in touch and my email is at the bottom there, okay. Thank you. Sorry, I wasn't able to monitor the chat feed at the same time as presenting but if there's any questions there. I don't think there's any as- Anything that's come up? I don't think there's any specific questions, Emma. Thank you so much. That was really fascinating to see that. I love the such a wide range of activities that the kids got involved in. Someone did ask who facilitates the sort of events so maybe you could say a little bit about the sort of practical setting up and organizing of it. Do you have lots of pre-meets with the teachers too? Yes, we do, yes. So prior to any event, a couple of days before up to a week before, I have all the staff from all the schools involved. We usually have about six schools involved on each event and all staff will have a half hour just preliminary meeting where I will share a resource list with them and I will talk through the structure of the day just like I have done now. I will answer any questions that they've got but basically the whole idea is that Adriana and I steer the event so that the teachers are able to actually learn alongside the children and just have a great day. All the things that you need are things that you've got in the classroom already beyond the natural artifacts that the children have to collect a couple of days before. Wonderful. Yeah, so then are you and Adriana on screen on a whiteboard? Yeah, we're on Zoom and we steer it all through Zoom. We ask for webcams to be displayed in each classroom and for the classrooms to have a microphone so that the children can come up to the front screen. They can share their work with us, share it with the wider audience as well, engage with us fully. Today we have a chat feed running through two and teachers are able to unmute themselves, children are able to come up to the front and to talk as well. So it's very, very interactive. Yeah, sounds great. And yeah, both Emma and Diffley and I have posted a couple of links to some resources. Did you map for school resources? That is, and I just thought maybe it'd be helpful since you authored those locational knowledge resources for us. Maybe if you could say a little about why do you think DigiMap for Schools is useful for the locational knowledge area of the world? Yes, there's a bank library of teaching resources on DigiMap for Schools. So if you go to Learning Resources and it will come up and there's a whole section on primary, but there's about 12 resources that Professor Simon Kappling and myself produced last summer all about locational knowledge, which tie in very closely with the National Curriculum Program of Study for England, Scotland, Wales and Northern Ireland. And they are aimed at Key Stage 1 and Key Stage 2. And they target very much a lot based on the geographical skills sections of all of those programs of study. Super. Someone's asking where we can find those. I've already put the link in the chat, but we'll send that out in a follow-up email too. Someone's saying how much does it cost? I'm not sure if they mean the DigiMap for Schools or one of Emma's events. Yeah, I'll just put a link in here to our next event on there. It is on the last slide, but it's on there too, which has got all the details. It's £250 per school to take part for the whole day. And you can have as many students as you can facilitate your end. It is aimed at Upper Key Stage 2 pupils. However, we have had some year four involved as well, which has worked successfully. They may just need a little bit more input at your end. Year five and six can be a little bit more independent. So they might require a little bit of supervision in situ. But yeah, that's for as many pupils as you can involve. So we've had some schools who have had year five and year six involved 180 pupils in some instances. You know, so, yeah. Excellent. Thank you so much, Emma. And yeah, I suppose I just thought I noted down a few of the ways in which you use Digimap for Schools in your event. So you use the biomes overly. It's got the WWF biomes we have. And also the measuring. It sounded like they did a fair bit of measuring distances between countries and locations. Yeah. OK, well, thank you again to Emma and Darren. Really useful ideas. I hope that's going to be very useful for all you guys. Now I'm going to hand over to Emma Diffley from the Digimap for Schools team, who's going to do a quick overview of what we've been up to in the service and some future plans. And so again, we'll do a little Q&A after Emma Diffley's presentation. So please do keep questions coming in the chat. OK, thanks, Booth. Let me see if I can share my screen successfully. I'm hoping you will be able to see a big green slide with recent developments, future plans on it. If I am assuming you can see it, if you can't please put it in the chat. Thanks, Viv. Very quick run through about how many updates and things we've done to Digimap for Schools over the last year or so. Services are always evolving and we have to keep up with new changing technology as well as what our schools need and so on. Let me hope I can get this next slide going. There we go. Can you everybody see the next slide? Is that working? I'll assume it is unless I hear otherwise. We've added a couple of extra overlays. Emma referenced the world biomes in her talk a minute ago. Here's the world biomes. Leo, I've just put a quick picture in it and you can see where to get to it. If you go to the overlays tab, which is in the far left-hand panel and there's a little orange and yellow layers symbol. If you open that, you can see all the different overlays that are available. The world biomes are new ones. We've also added world time zones, which is also very interesting. They are straight when you go across the sea, but then of course they follow national boundaries when you go across the land. We've recently, very recently, actually revamped our website. We hope that it's easier to find things on it. It has a better look and feel to it. Key points there are that the learning resources are now much better organized and you should be able to find out much more easily the things that you want. As we've pointed out today, there are a few things there that we've highlighted that you might be interested in. We also redesigned all our drawing tools. This came as a result of a changing underlying technology but also some feedback from our user community saying that some things were a bit tricky to find and use. What we've done is to change the way it works, slightly to make it easier to add multiple copies of the particular features. If you want to add 20 markers with 20 different locations, you can do them one after the other rather than have to go back to the macro supports. It's much easier to set the fill and line colors to change the symbol that you want or change the color of a symbol or change the size of fonts and so on. It's also easier to move individual features around. Definitely worth having a play with these. Viv mentioned earlier that our YouTube channel has lots of little videos on it. Do have a look at those because we've taken individual items within Digimap and created YouTube videos about each section. So none of them are any more than a minute, a minute and a half, two minutes long but they'll give you a much better idea of how to use individual features within the service. We also increased the types of data, the number of types of different data you can add from your own sources. So anybody with a GPS watch or some sort can now download the tracks from that, the GPX tracks and upload those into Digimap. So if you were to take your class on a walk, somebody with an Apple watch or similar, I think the BBC say other varieties are available, you can then take the track that your device records and then upload it onto the map to see exactly where you've walked. You can also add point data as before, which is a simple CSV file using Excel and there are instructions and videos on the YouTube channel on how to do that. We've run a reasonably successful series of webinars over the last year or so. We will continue to do this, of course. We get some great feedback. It's lovely that you have time to join us for these things. If there are particular topics that anybody feels they need covered, then we're always willing to listen to ideas. The webinars are all listed on our websites and you can register for webinars on that page as well. As Viv said previously, all our previous webinars are on our YouTube channel and you can go back and watch those again. Also on our YouTube channel, which picked off, of course, about March last year, some home activity ideas. So while none of us relish the prospect of classes isolating, we have to accept that for the moment it is a reality. If you are setting work to do at home, then there are some home activity ideas that we might find useful and interesting. Oh, there we go. I've already talked about the how-to videos. These are small snippet-type videos centered on individual features, which are useful for just learning how to use individual functions within the service. We recently introduced a free trial for Digimap. So if you want to take advantage of the free trial, you appear to go through a purchasing process, but in fact, the thing you purchase is free. This is a picture of our subscription portal and on it you can see there's a free trial version at the bottom if you add that to your basket and follow the process through to submit your contact details. It doesn't cost you anything. We don't issue an invoice, but you can then have a month's worth of free trial. There's more information about that on our website course. Future plans where we have ideas to add some more overlays. For example, the hill shading is one that we're working on. So you could have a look at the area and get an idea of the slope and aspects and where the shadows fall and so on. We're also looking to create more datasets that are too complicated for us to add as overlays, but would be useful over much smaller areas. So things like county boundaries, ward boundaries, things like that. And of course, we will continue our schedule of webinars ongoing. I think that's all I have for now, but I'm very happy to answer any questions at the moment. Viv has put our poll up. If you wouldn't mind completing that, that would be really helpful. It helps us to know where to go next to help you do what you need to do. Thanks Emma. There's more additional questions. So hopefully we will get some good responses to the poll. I think I'm not sure if Laura put the question. If you do have anything to add to your poll response, that would be excellent to hear about that in the chat. This is just an opportunity to give us a bit of feedback which we would review and base some future plans around that. Also worth adding, Viv, that if anybody has any questions, any time, do email us. We are here to offer support and answer questions. So please don't hesitate to get in touch if you have questions. One of our teams suggested earlier that perhaps it would be an idea to share the DigiMap for Schools screen again. Sorry, Andrew, yes. If you do have anything additional to add about what would be useful for you for DigiMap for Schools and Proof Your Experience, please let us know in the chat here. Yeah, just keep the comments coming. If it's useful, I think we have five minutes left. I could do a quick sort of another little quick demo of some of the things that Emma Espley and Darren mentioned, or perhaps it's better to let people go and send them, send you guys some videos and help pages afterwards. There's no contour line. There's no specific contour line overly at present. It's a matter of whether they're available on particular maps. Correct me if I'm wrong. Yeah, they're available at certain scales. So if you see the equivalent of one to 25K map, you should be able to see the contour lines on those. Okay, thank you for the feedback on the Eastings and Northings on the print. Someone's asking, where to find the scale? Okay, I'm going to share my screen and Emma, if I could ask you to check the chat for anything else that's coming up. Okay, so if I just zoom in on London, I'm using a touchscreen Chromebook here, which it's not my usual method of using digital map for skills. Okay, but I've zoomed in a few times on London and there's an indication of scale at the bottom here. So it says two kilometers. So that gives an indication of scale on screen. But there's this map information menu option in the menu on the left here. So this will tell you the map that you're viewing. So this is the Ordnance Survey map product. This is the date of publication and this is the default print scale. So that again is an indication of the scale of the map you're viewing on screen. When you choose to print your map, we give you a print scale. So hopefully you can see here, this one's one to 24,000 possibly. But you can choose whether to round that up to perhaps something that's a bit more understandable for pupils or choose that exact number. So you can't select the exact scale that you want, but you could choose a rounded scale. I'm not sure if there's any more questions coming in. If there's one I can get you to show. So Andrew said, also can a viewed map have a bespoke legend? So if you go to the legend on the left-hand panel underneath the drawing tools. So this is for anybody watching guys, whatever scale of map you have on the screen, you have the applicable symbols on the left-hand panel here. So as you go through those different Ordnance Survey scales, you do have the unique symbols to those scales of maps. I'll just cement a different map so you can see that the legends change. So this one that I'm viewing now, I think is this the one to 50,000? Yeah, that's 25,000. Yeah, so that's equivalent of your paper land change or that's the format. So these are the symbols really, which I think schools would be focusing on aren't they? The ones in the these one to 25,000 and one to 50,000 maps. Yeah, that's that's the most common symbols that people would use. So these are all these different sections of the legend here on the left. Someone's sorry, but Darren, I was just going to add, it's worth adding that we can't get a legend to be any more bespoke than that in getting very, very complicated. It is possible, it's doable. We've done it in our higher education service, but it's very complicated. So you're right that if you're looking at the the Landrager and Explorer maps, the legend that you see on the left-hand side, there is will cover anything that could appear on the map, not necessarily what is actually in the viewing window that you're looking at right at that moment. Yeah, I think it's worth pointing out that when you print a map, you can add legend at the bottom and that will give you a PDF file with the legend for that particular map. Also in our learning resources center, we've added PDFs of all the legends as well. So if you want to print those from there, that's also potentially useful as a resource. I think there's also an OS map symbol flash card set, which is available on the OS education site, of course, but I've also put a link to it on the digital map for schools resources. So I've, in the past, I've printed off maps and I've had them put on A3 and laminated them and I've used them to support local field work activities. So in the chat, I have just put a link to two geography days that I've done with years three to year six, where I've used digital map for schools to create maps then as part of a sort of orienteering exercise. Super, thank you, Emma. I'm just going to show a couple of other things that people mentioned in the chat. Someone asked where to see the aerial maps. So the map selector button is on the map window. So you just, the simplest thing is to take the radio button next to whatever you want to see, 1950s and so on. And then if you want to fade between them, so I've got, let's select OS on the left, 1950s on the right. And then this little bar here is where you can fade between. Someone's asked in the chat, how often the maps get updated. So I'll do the OS bit. Somebody want to do the Adena bit. So from the OS's point of view, our maps are updated every single day. So they're constantly being updated, but our remit as the National Map Agency of Britain is every major change has to be on a published map within six months. But a major change would be something like a new road network or new housing estate. Yeah, so we take what OS do as far as the updates are concerned. Darren, it's probably worth saying that the updates appear in your OS master map level database. So that's the very, very large scale detailed stuff and everything else follows on from that. We will update the maps once, usually once a year. We have a schedule update, which we can send around later. But we try and, we can't update them as frequently as OS because we just don't have the resources to do it. It would be worse than painting fourth bridge, I think. You are geared up to do it as we are not. There's also the notion that actually consistency between classes, so if you look on Monday, it's quite likely to be the same on Monday as it is on Thursday. So updating things too frequently cannot be a bad thing. We do do them and we can send around the schedule. Yeah, there's another one in there, if you're about showing the biome information. Yeah, yeah. So do you want to zoom right out to show the world and send the biome layer on? Sure. And then use the information button at the top to show the biome information. Yeah, so I've taken this little search button at the top and then I can select anyone for some information. And also, if you click on the biome dropdown list, you can also get the guides to the WWF information as well. Yeah. So there's a link there to a user guide. I wondered if it was worthwhile showing people where you add an image. Someone asked about that in the chat. So within the drawing tools on the left here, you just select image and then choose a file as you read on another application. And then, you know, Dad mentioned uploading images of your school and surroundings for kids to go and find. So that's a nice way to build place knowledge. There's also a bank of images. There's something called the Geograph Project and that's a public domain. What's the word I'm looking for? Crowdsourcing project. Crowdsourcing. Yeah, where you can. This is only images of GB. So let's zoom in. But you can search for any kind of term. So for example, a river sheep. And there's millions. There's about 6 million images in this database and they're all displayed within digital map for schools on your maps. So it's a really nice way for people to build place knowledge. You know, maybe if they're doing a field trip, they can look up images of a location. All sorts of uses for that. I think we've got some nice resources where Paula Owens wrote for us about exploring a river. And, you know, you can view different stages of the river for the physical geography of it. Someone's asked as well, one that you can do on the screen here, Viv, is can they draw a circle with a certain diameter? So can you use the buffer tool to show that? So there's a buffer option to create buffers at any size you like with any measurement. So I'll go for a one-man buffer and I'm going to make it orange. Then I'll put it there. So that's the buffer tool you can have. So that was a point buffer. You could also have a line buffer. Let's go for a purple one. So it's just a matter of drawing a line, which I'm not doing so well on my touchscreen. Sorry, I'll have to send a little demo of that on the desktop. I didn't manage that so well on this touchscreen. Oh, no, it did work. Viv, can I explain a little bit about the aerial data? Because I think that the update for that is rather more complicated. And it's probably useful for people to understand. The aerial data is only updated once a year. And we get an update from GetMapping, who is our data supplier. GetMapping have a flight schedule. So they fly different areas of the country every year. And we can never guarantee which area of the country is going to be flown in any given year. So they start with the areas that are covered by the oldest data and gradually work their way through an update regime that way. However, they also have factors to do with cloud cover, atmospheric conditions, and air traffic control, which determines what they can fly and when. So we've just got this year's update, which is the summer of 2020 that they've flown. And it's huge because, of course, this year, or last year rather, they haven't had to contend with air traffic control in quite the same ways they have previously because there have been no other aeroplanes. So we're hoping, when we take a proper look at the 2020 update for the aerial photography, there will be many, many more new areas covered so we're looking forward to that. It's a big update. It's enormous, but updating aerial photography is not quite as straightforward as other things maybe. The feature selection tool, feature information tool at the top, which Darren mentioned earlier, can also be used to check the fly date for the aerial photography. So I'm not sure if there's anything else that would be useful. Well, Emma mentioned measurements, so I can quickly show how to measure distance. OK, I'm feeling with the touchscreen on that. Let me try here. Yeah, you can create measurement and distance and area measurements on screen as well. I'm going to stop sharing now, I think, because we must be getting to the point where we're over time. And I'm not sure if Laura would like to sum up a little. Yeah, well, thank you. Thank you so much, babe. What we can do is that we can always send a video over to you guys. We've got plenty of how-to guides in our YouTube channel, so feel free to have a look, subscribe, and also take on the bell so you can have a little notification whenever we upload a video. For instance, this event too. Yeah, so thank you. Thank you so much to our team and our fantastic speakers, Emma Estli, Darren Bailey, Emma Deffley, for your participation today. Thank you so much for attending this event, and we hope that this can provide you a great overview of how you can use DigiMap for schools in the classroom and beyond all the applications and essentially like what we are working on as well. Thank you so much, and we will upload this recording soon, and we'll send the follow-up email with all the materials as we discuss in the event. Yeah, so if you've got any questions that you'd like to pop in the chat, we will follow those up later. But yeah, thank you so much for attending today.