 ли wneud amser, mae'r gofyn yn meddwl yn gweld ffordd yn y buddol yn gweithio i gael ymredd. ac mae'n ystod i gael gwneud yn eu cyflwynyddiad, ac mae'n gweithio'n sicr i ni'n dweud ddod i'r cerddurach, ac mae'n gweithio'n gweithio'n dweud yn ei ddwy yn ei weld am y tro o'r cywol yma. O'r gweithio, mae'n athaffyrdd yn y ddechrau eich bod yn eu cyffydd sy'n mynd i gydagbyn, yn computers. I've actually got rid of all my social media, so I've put my email address there, so if you want to have a chat or anything, get to me there. I think the point of me being here is just to show that it's easy. If I can do it, anyone can do it. That's my year 13. They're always laughing at how I'm struggling to use even basic PowerPoint functions sometimes. I started in Keswick this time last year, moved over because it was a set I put to head of department and mountains, so you can often find me on mountains or mountain biking and all that kind of stuff. I've had to do loads of curriculum development. I think it's fair to say when I started and there was a lot of work to do, so this is all part of that. I'm lucky in that Digimap for school is actually paid for by the school. My understanding is they used to give an old paper month back in the day and have decided to just go for Digimap for school, so the whole school pays for it, which is excellent, so it didn't come out of me. It also means that students are using it a bit widely around and we've put up the username in pretty much every form room just to try and get that message out there a little bit. I'll be honest, I'm still trying to embed more use of GIS throughout my curriculum, so it's an ongoing process as you all know, but the activity I'm talking about here is all about how do we investigate places. Now, where that came in, I started and I've heard that paper three was always the worst paper, so the skills paper was always the worst one and so I wanted to put some more fieldwork skills and data presentation and all that kind of stuff. Added to that in the summer term, it's always really disruptive, so with our fieldwork we're often out, students go walk around the lake or walk around Lattrig or even Skiddle. Every year Greg passed something to do as well as geography fieldwork out and about, and then there's a million other activities. So what I wanted was kind of standalone lessons that were skills based, but we could kind of maybe leave a cover lesson or maybe just do it standalone so it doesn't necessarily link one from another apart from best skills. Now it's all great because I was like oh yeah we can get outside when the Lake District beautiful view, let's go for it. So we're doing like environmental quality around the school, school microclimate, infiltration, ecology, all this kind of stuff, but what I hadn't considered at the time is how much it rains in the Lake District. So all these ideas of going out environmental quality about half an hour before the lesson, it started absolutely hammering it down and it wasn't even forecast so I was like I've got to do something quick. So that's where this idea came from. So it was basically just using digimaps to explore Keswick a bit more. So I'll flick over to my digimaps. So there's Keswick and quite as Sophie said before you can use your slider to go from historical map, so 1890s and then today. And all I decided, I didn't want a lesson where students are just kind of figuring around with maps and playing, I wanted a bit more focus than that. So all I got on to do is very simply go to 1890, get your measurement tool out on the left, click on area and then just trace around the area of the settlement as it is. I'll just do this really roughly for now. Now this obviously brought up loads of conversations of like where's the edge of the settlement and things like that and that was a good conversation to have and talked about how the accuracy of secondary data and all that kind of stuff, the kind of conversations I wanted anyway. And then I switched it to today and then did exactly the same thing and you can see even somewhere like Keswick you can see has massively grown over time. So I've just put that into a table as I said, I'll do this really roughly now just to show you. So I've got the two places there. Now of course you can think about presenting the data and actually drawing on the boxes and then measuring them and all that kind of stuff, but I just wanted something really quick and easy that the students could just get on with. So from that I literally just got them to fill in a table of six places, the 1890s area, the 2022 area and what the difference is. When they'd finished that I also said well just try and find out any other changes. So one of my favourites was in Horswater and let me just get that up. So at Horswater for example there was a dam built so we'd go back to 1890s and the reservoir was much much much smaller and then did the same for today and just traced it round. Alex could I just ask, I'm so sorry to interrupt, someone's asking is this primary or secondary pupils that were doing this exercise? So this was based at Key Stage 3 so this was year 7 but there's absolutely no reason why you couldn't do it for any level. As I say I've designed it to be simple so I can use it, so any students can use it, so it's simple by design. I think that this would work equally well if not better at Key Stage 2 and I suppose it's just this playing with your historical maps like Sophie was saying, playing with measurement tools and just using it to get to another place, whether that's the physical geography like rivers, changes or dam building a dam or whether it's the human changes of cities, whatever works for you really. So I've done another one where we've just measured, zoomed in, measured the width of the river up in the upper course then measured the width of the river and lower course and then looked at the differences there. You could do it for coastal erosion changes whatever really works and for our GCSE we study Manchester so again you can use it to look at the growth of Manchester. I suppose the choice is yours really and yeah obviously you can take it a step forward and present the data and all this kind of stuff but I just wanted a standalone one lesson that we got something straight out of and that's it really, that was it for me, I said it was short and simple.