 Mae'r gwahanol yw Joe Skinner, ac mae gennym Llywodraeth Cymru ar gyfer gyfer gweithio'r hwn ac mae'r meddwl. Mae'r gwahanol yn rhoi gynyddiad arweithio Llywodraeth, mae'r lleidiaeth lleidiaeth ar gyfer gweithio'r meddwl yn nodi'r gweithio. Mae ddarn Baillydd yn ei gwybod i'r gweithio'r gweithio'r ysgrifennu. Mae'n gweithio'r gweithio'r gweithio'r gweithio ar gyfer gweithio'r gweithio'r gweithio. Do gyda'r gweithio'r cymdeithas i'r bwysig i yw'r ystyried, yw'r iawn. Felly yw'r hwnnw'n gyffredinol. Mae'r hwnnw'n gyffredinol, 11-16. Mae'r hwnnw'n gweithio'r hwnnw'n gweithio'r hwnnw, ar y gweithio'r newydd. Mae'n gweithio'r hwnnw, 7-9, yw Rhywun Ym Mhwy, a yw 10-11, yw Rhywun Ym Mhwy. Rwyf wedi'i gweithio'r hwnnw, nid, i ddwy'r Llywodraeth, ac yn gyffredinol, wrth gwrs, mae nhw'n gweithio'r ddwy'r ddwy'r Ddwy'r Ddwy'r Ddwy'r Ddwy'r Ddwy, a'r llyffordd iawn i'r ddwy. Felly, fyddwn ni'n gwneud hynny'r ddwy, a gyda'r gyffredinol yn gweithio'r ddwy, ac yn gyfuddio'r cyffredinol. Felly, ydych chi'n gwneud cyffredinol a'r ddwy'r Llywodraeth, yn gyffredinol, yn ei ddwy'r gyffredinol o gyffredinol, .. Minute actually men on how to use it. But also, the department weren't really using it either. There was no proactive approach to GIS. There was no student use of it. One of the main reasons was that the staff didn't have... ...experience of using GIS, or the confidence either. So, where did we start? We signed up for Digimap's for Schools... ac mae'r prysgareddau yma yng Nghymru ei fod yn dod yn ymweld, ond mae'r cymryd wedi ei fod yn llwyddo, ac mae'n gweithio i gael y meddwl y tîm Llywodraeth Llywodraeth o ddweud ym Mhwylwyr ymlaen i'n gweithio yma. Mae'n diwethaf. Mae'n ddarfodio'r cyffredin ni'n gweithio'r gweithio ar gyfer Ystafell Nid, a llwyddo'r cyffredin ni i gael ymlaen i gweithio'r gweithio. We've also have dipped into some of the online GIS packages like ARC GIS as well, but most of our journey so far has been with digital maps. And why is it important? Well, I think we all know I'm sure many of you out there that have signed up to this today, our geography teachers and would have seen the off step reports over recent years about the importance of GIS. ond, mae'n cael ei gweithio cerddurau gwahodd, mae'n fwylo gyda GIS yn ystod yn gweithio'r cyngor. A bydd yn hynny i dweud o'r cyfrifio cerddurau o'r cyfrifio cyfrifio cyfrifio, oherwydd mae'n gweithio'r cyfrifio i IT. Ond mae'n cyfrifio'r cyfrifio sydd y GIS ac'r ffordd hynny'n gweithio'r cyfrifio'r cyfrifio'r cyfrifio sydd yn rhan o'r cyfrifio'r cyfrifio. a hynny yw'n照er i'w ddechrau'n gweithio ar y dyma yn 2022. Wrth gwrth gwrth genny, byddwn i ddych chi'n ei bryd yn y gweithiau, wrth gyfu'r GIs o hynny o ddau cyfle Cymru. Felly mae'r gweithio yn ymw илиtho hon wedi donw i gyfodol i ddweud calls ar gyfer leakedys. Ond yna, yn ydydd yn cyfrif النwys ar gyfer GIs, rydyn ni'n deud bod i'n gofynu'r concept yma yw'r GIs oed yn cael eu bod yn eiserwyd. I that is essentially just layering one map and with lots of different information on top of each other. So you can see this example on my screen here. We were doing a project about sustainability and we were looking at how environmentally friendly our school was. We were trying to come up with designs as to how we could make it more environmentally friendly. a we used a school map, a we just overlaid that map with tracing paper, and we put oral ideas onto there, came up with a key and some symbols, symbols, and very simply, that was a little bit of GIS. And that's kind of like where we started, with trying to develop our staff confidence that it doesn't have to be complicated. It can be as simple as a map with a bit of tracing paper on top of it. Then we've really got into our use of Digimaps, Rwy'n credu asta y gallwn i ddod y rhaillwch yn ei roi. Rwy'n credu y ddau arall. Rwy'n credu ychydig arall. R�a, am lŵn dod hearfydd yma, mae'r ddweud o aelod maelio chi arlawn gan gofyn i ddweud i ddweud i ddweud hynny yw'r wrthbydd. Rwy'n credu ei hawl hwn yn brwych. Rwy'n credu chi'n credu ei hawl hwn yn dweud i ddweud i ddweud y wneud. Rwy'n credu chi eisiau holl yddwyr rotary i ddweud ar y cyfnod i mi. skirts on digital maps on awesome birds on that allow you to us emojis so ask them to work around the school site. How they felt when they went to the different parts of the school using emojis which sure. I will familiar with, and they did that on paper. And then when we came back to the classroom. They work with and logged on to digital maps and we simply used the emojis on the drawing function and put it. ac mae'n dweud sy'n ei byw yn gwybod ar drydd dweud tewydd y mawr yn wel, yn ystudnd i ni, ac y bydd y gweithbiau weithiau a'r prif gwrthag o'r ddweud hynny. A fydd e'n gweithio er mwyn iawn. A dyna'n jyst oedd y defnyddio'r colli yn digonio a'r hollog i'r ysgrifennas yma. A yn ystod ddyn nhryw yma yn yma, os rhaid fydd yn eu gwrth gweithio'r gwaith i'r ystod yma i gweithio'r oedd yma yn bosses yn gweithio'r wneud. Felly dwi rwy'n i ei wneud ran cofrwysgawdd, ac rwy'n rwy'n gweithwch er mwyn i gydlugwyr yma. Felly rydw i ddweud gydlugwr ddim ond esbytyn gyda'r cychwyn gyrd yma a os gydlugwr o hwnnw i bethau, ac rwy'n gweithwch i'r ddiffyglir o gerddraethau oherwydd y Lokell area yn ei gydlugwr o'r cyfrwysgwyr. Rydym yn amlwg yma o gydlugwr i'r gyrd o ddifrwysgwr. So that's quite good fun. And another thing that we do is we get them to use the drawing tool to plot out their route from school as well. So they find their house, which obviously all of the students love doing when they come onto any of these mapping softwares is finding where they live. And I think it's actually real value in giving them that time to do that. And then they use the line function to plot their route to school. And then we talked about, you know, who goes on the longest journey, who lives the closest and we were measuring that as well within Digimaps. And then they printed it out, put it into their books and they were describing their route to school. Moving on from that, we have used Digimaps to try and help us present our fieldwork data as well. So this is an example of us in our weather and climate unit towards the end of year seven. We look at how weather and climate varies across the school. And one of the things that they measure is temperature and they go out and they find the temperature and different sites around nodeswards. And then they upload that data onto their Excel spreadsheet. And we use that to create this map so that they could see the differences in temperature just in that small area there. And similarly, we've done lots of other fieldwork as well. So this one is when we went down into our local, local high street, it's only a small little village, but we went down there and we did a land use survey. We plotted all the different types of shops, colour coded them, and then we added in our pictures as well. Digimaps has really supported us with our fieldwork presentation of data. And then another example is this one where when we went on our GCSE fieldwork, we go down to Hengersbury Heads and Solent Beach and we do our groin drop profiles. And then when we came back, we just put all of that information into an Excel spreadsheet, imported the data, and then you can quite clearly see the differences in the groin drop profiles in their maps as well. That was quite nice for the students to visually see their results. But we tried to just kind of drip feed it into lots of different topics. So one of the other ones is rivers. We find it's really useful for this one. So we use this when we look at the river tees as our case study. I gave them three different places along the river tees, essentially the upper middle and lower course. And they had to use Digimaps to look at all of the surrounding landscapes and annotate their picture from Digimaps that I'd screened and kind of look at all of the different characteristics so they could compare what the land and the land uses like from the source of the river tees down through the middle course and then all the way to the mouth as well. And then another one that we've done is coasts looking at coastal erosion. We've used a historical map feature looking at past maps of Christchurch and down the Hengersbury heads and plotting on the coastline and then bringing it to the current day and looking at how much erosion has taken place on that coastline. Our next steps then so this is that's kind of where we've got to with it and our next steps is really looking at progression and making sure that as we go through 7, 8, 9, 10 and 11 that the students are being stretched and challenged and that the types of techniques that they're using on Digimaps are going to be more advanced essentially so that's where we would like to go next. And then I've just popped on the end here any kind of top tips really for integrating GIS into your schools I think it's really important that GIS is is embedded and recognised in the ethos of your geography department, and that you do support each other in the development of that because my experience is that the staff were worried about using GIS because they weren't quite sure how to do it. But actually once they got onto Digimaps Digimaps is such a simplistic platform that most people can get to grips with it quite quickly. And so once they had had a little bit of a go on that and we've done some work on it staff they were then quite confident to move that forward into their lessons. You know always be reflective and and be open minded when designing different activities, and also don't underestimate what the students can do as well because they always teach me something new. They're not scared to click on any buttons on Digimaps and they always normally teach me something new as well so that's a that's really my kind of whistle stop tour really of what we've done so far for Digimaps. Thank you Joe that was really informative and a really good example of how you can embed GIS and Digimaps into into school. I'm going to just give you a bit background on me. I'm a career changer so I've had a sort of 30 year career in IT and I've decided to take the plunge into teaching and I'm halfway through my PGCE at UCL and so I'm loving it. It's it's hats off to all new teachers. It's it's one of the hardest things but it's one of the things along that journey. I kept my geographical interest my first degree was in geography, but I did a masters in GIS at Burbeck up 10 years ago. And even in the last 10 years the rates of change in the GIS markets been incredible and the good news is it tools are becoming easier and easier and easier to use. So when I started this 10 years ago it was very much. Arc was the big beast and it was all desktop and it was quite hard to install and have software but now it's really really easy so there's no excuse and I'm becoming a bit of an evangelist for GIS. In my teaching, which is great because I think that's one of the barriers is just to see how easy it is to use and how much how rewarding is within geography, which is the perfect subject. I think for displaying locational data with maps and thematic maps in particular. So let me switch to my presentation. Just give me a second. Okay. Okay, that's just good. Can you see that now? Okay, so this really is a journey through in the school I was my first placement. I've just finished. I had the privilege of being at Harris Academy Chobham, which is in the east end of London in Stratford and occupies an iconic building, which was the home of the Olympic delivery organization. So all the organization for the Olympics London Olympics 2012 was there. And since 2013, it's been the home of Harris Chobham. So a really nice school, really great people. It's use of GIS and sort of waxed and waned. I think like a lot of schools, it depends on really on the staff, but they do have GIS. They do have Digimaps and they sort of it's used depends on how much the staff feel comfortable. So what I did was part of the school based study, which if you remember from PGCE days is one of the things you do on your placements was ready to try and extend the use of GIS within geography in the department. So this was my presentation to the staff in the geography department and it consisted of three four events. We had an internal CPD session where I tried to show some of the tools that you could use their strengths and weaknesses. And out of that discussion, we kind of nailed it. We zoned in on one usage, which was the NEA requirements for a level where you need to geolocate your project study. And traditionally a lot of the students would just use a quick snip of Google Maps with maybe some limited annotation. But we realized that Digimaps had a really easy package to use, but incredibly powerful. And we realized that it produces really good quality maps that students can annotate themselves. So it's particularly well suited for this NEA work at a level. But again, as Joe has demonstrated, you can get really nice looking maps at any key stage. So I ran a couple of workshops. This is one of the things I must say within schools is getting the equipment and getting access to computers if you are going to have everyone working on a computer. So typically you tend to book out computer suites and computer rooms. I'd love to work in a school where everyone had a laptop themselves, but that's maybe at some point in the future. But it is possible. You can book out rooms and you can run workshop type activities. Then we put this together into a final presentation. So I'm going to sort of walk through the main elements of those and take you on this journey and then go through the packages again at the end so you can sort of make your own mind of what might work in your school. OK, so first of all, we looked at how GIS is using the school and what some of the barriers might be. And as we've mentioned, it's typically people not being aware of what they can do, feeling unconfident that they can use the packages or that there's a technical barrier. But the one we looked at first of all was a geobrowse at Google Earth. I mean, Google Earth is unbelievably brilliant and it's progressed so far in the 10 years that I've been kind of looking at GIS. And it's really the place to start, I think, because it's just web based. It's become an increasingly powerful with many, many features you'd associate with more sophisticated GIS packages. But it's just brilliant. When you leave this call, I urge you to go and look at your own home on Google Earth and just fly around on the 3D view because it's like you're in a helicopter above your house. It's amazing. So that's definitely one to start with. The other one that I don't think gets a lot of press, but if you're interested in historical maps is the National Library of Scotland. They have one of the largest collections of georeference maps. And by georeferencing, we just mean that every map points at the same point on Earth so you can then do fancy sliders between different maps. And it's got a really extensive library of historical maps. That's also included as part of Digimaps for Schools, but it's only got two levels, two ages of historical maps. This one has hundreds and it really has some quite sophisticated tools for mapping old to new. I think in the picture there you can see a spyglass. You can also use overlays, swipes, dual views. But again, it's just a website. So there's no extra packages or in stores or logins involved. And I do what you do if you're interested in historical OS maps and you get a taster for this with Digimaps for Schools. Do look at the National Library of Scotland. It's really, really good. The other one, of course, the big beast is Esri. ArcGIS online is a fabulous product. They do a lot of work with schools and what I've increasingly found now that I'm within a school is that they do a lot of their teaching aids. Are prepackaged for particular curriculum activities. So I put together this little map on tectonic showing plate movements, volcanoes and earthquakes. But there's there's there's teach with GIS sections on their website, which have prepackaged tools and storybooks about different geographical features and phenomena. And they're really easy entry. But if you want to go the whole hog, this is really a fully function GIS package. And you can add all of the layers you want. Think of it like your iPhone, where they've outsourced all the maps to a million app providers and they just provide the platform. So in a way, it's its strengths and weakness. There's there's thousands and thousands of map layers. You will be able to find exactly what you want, but you'll also get lost in millions of different maps. But I would start with a prepackaged maps that Esri produced because they're really, really good. And then we came on to digital maps. So this has a lot of appeal because it's particularly for UK based schools because it's based on OS maps. It has enough overlays that makes it really interesting. So a rich set of aerial photos, historical maps. And the best thing I think is the fact that you can add easily to your own maps so you can go and create things that are personalised and produce a good looking map. And this is where we led to the suggestion of using looking with Key Stage 5 at the NEA geolocation works. So we held a couple of workshops. Here we are. There's me sitting in front of a big screen with the London Stadium highlighted. So the children, as Joe said, they just take to this because they're all bar more technology savvy than we are and they just love to play. And it makes it a really good interactive lesson where you can demonstrate. They can have a go. They can ask questions and it becomes a really fluid exchange of ideas. And it was well received. So we thought let's try this on Year 30 and see if we can make a difference to the NEA works that actually is going on right now. I took a slightly different approach with this. Sorry it's a bit small there, but I thought rather than just a free format workshop, I created a worksheet. That would actually describe all the stages I want them to go through in terms of how you'd log in, how you would zoom at different scales. How you might start to measure grid references, annotate your map with labels, add photos. And there's a few challenges and puzzles in there that you can write answers. So we did a little how to get to from the school to the same to his local where everyone seemed to go for their lunch and measure that and measure the area of the Olympic Stadium and just get to use these tools. The other nice thing there was that I've tried to include the icons so that once you've done this activity, it acts as a kind of a cheat sheet and a reference sheet so that you can then refer to this. And remember, oh yeah, that's the button you've got to press there because again, one of the barriers here is, you know, I can't remember how I did that. But as Joe said, children are afraid to play. I think it's the teachers that are less afraid. But this forms a really useful guide. And so the first part was all about making your own map to the point where you could save and print it. And then the second part was much more the play session where go find your own house, use the overlay features where you can switch between historic views of the area and current views or aerial views. And that's always fabulous, especially in London and in the East End of London where we are, the land use change has been incredible. And I think Stratford is often used as a case study for urban regeneration. And you can see why when you flick between just 100 years ago or 50 years ago to compare to what it is now, it's a radical change. And it's displayed really brilliantly. So this was sort of an example. So just basic things you could do on a map, adding labels, grid references, text boxes, photos, lines, polygons. In Joe's case, she had a key that they produced for land use change. So all of this is possible. And look, what it produces is a really good looking map with scales, with compass, with accreditation. And that's just a button press. That's just pressed the print button with a few configuration settings. You've got a really good PDF for presentation into your NEA. So a really good base map that's customizable. We did a little survey afterwards to see what people thought, how they used GIS before. And somehow, I mean, the big favourites there, Google Earth is clearly the most popular or Google Maps in a simpler form. But ArcGIS is used. And the teach with ArcGIS I mentioned is these prepackaged little thematic lesson uses, which are a really good way to start. A few uses of Digimaps. But the good news was after this, we asked, would they like to use Digimaps for schools for their NEA work? And most said, likely or very likely. There was a don't know, but I'll come on to them later because even they got to use it. What do they like about it? Being able to add my own data to the map, that was great. And this really, every teacher wants to see this. What do you enjoy least in today's workshop? The lesson ending. So that's always a good way to, clearly they enjoyed it and they didn't want it to end. So that's a good way of thinking it was a successful journey. The person that didn't know where they were using it. The reason was they did their case study in Spain in SicGIS near Barcelona. But no matter, Digimaps does have an arrangement with Collins Bartholomew. So even outside UK, you get relatively detailed maps of non-UK areas using the Bartholomew data set. And this map is actually a student's map in NEA. And you see it's got all the features we've been describing. Grid references, label points, markers, photos, annotations, keys. So it's a good looking map, all produced with a package that's a cheap cost of the school and very easy to run and use. Just to say this is what I went through again. Do try Google Earth. I think you'll be amazed that some of the features that are being added to it. There is time lapse now that you can run a historical series. You can look at oceans. You can flip into a 3D view, which is really, really powerful for really getting to feel a place. You can go on virtual field trips with this thing and really get a sense of place anywhere in the world. That's good. Again, this one, the National Library of Scotland, the quality of the historic maps is fabulous. Anyone who wants to see where I live or where I'm at school look like in the past, this is a really good set of maps. I'm great for land use change and totally free. Again, ArcGIS, really quality thematic maps. This doesn't have to be the whole lesson. You can flip into this from your PowerPoints or you can cut and paste and snip it. But they're up. They're best when they're interactive and moving. Here's the plate boundaries. Where's the volcanic activity? Where are the people and really spin a story of volcanic hazards live and driven into any part of the world you want? Then, as we talked about digital maps for schools, I think this is fantastic for field work, historical land use, annotated maps, and the ability to add your own data, particularly from field work, I think makes it really good as a starting point for schools. That's it. Thank you for your time. I'll take any questions.