 Thank you Denise, really good to be with you today. We'll be here for about 40 minutes, 45 minutes I think with the insights such that they are that I can offer you in terms of my use of DigiMap. And the title that I've chosen to talk about today is using DigiMap for schools to build a sense of place. I work at the University of Roehampton in South West London, and I teach teachers. So my plan today is to talk to you about my journey with DigiMap and the various ways that I've used it and hopefully these will chime in with some of the ideas that you've got as well. I'm going to be developing the idea of place knowledge and what that might be. And to run through a series of different ideas of how you could perhaps use DigiMap yourself in staff meetings, ways to develop your geographical perspective with DigiMap, how you could teach explicitly about Scotland. I've got a couple of case studies there of things that I thought about and things that I've done. I'm going to ask the big question is DigiMap appropriate for Key Stage 1 because I've been interested in your thoughts on that. So a little bit on teaching contours, the importance of oblique views and throwing a bit on field trips as well. So there's all sorts of different bits and bobs I'm going to cover as we go through today. So like I say I work at the University of Roehampton in South West London, I have lots of connections with some of you on the call actually in terms of the geographical association and the early years and primary phase committee. I've done various things, and I'm a part of something called Jog Live, which is on YouTube, which is a series of CPD videos that you may have come across through various things on Twitter. But really good to connect with you in any way that might be useful today or after this as well. So DigiMap for schools, what's my journey been? Well, I'll be really honest that when I first came across it, there were various of the tools that I knew of. But I needed some convincing and it needs some convincing that the investment that you might make in this as a yearly subscription will be something that would actually repay benefits. I am very convinced of that and that's why I'm giving this talk and the perspectives that I've got. I do still have a concern that some schools buy into it and they do the invoicing and they don't actually use it very much and that they might buy it and then not actually do some training with it. Training with the staff team, either from something like Darren Bailey from the Ordnance Survey, certainly here in the UK, but also that you don't spend some quality time in a staff meeting looking at DigiMap with your staff team. So you at least want insight into a school that I've worked with where, and there were some real penny drop moments when they actually did that quality time with with the staff team. I'm not a big advocate of necessarily using it just as a display tool was just using it on the screen, which really useful for that but there's such a lot more to it and there's such a lot that I can't cover today that has been done in other webinars from other colleagues about how you can really get children to interrogate and to add to the DigiMap tool that you have access to. So I'm not going to cover a lot of that today, but there's such a lot that you can do with DigiMap so it is worth spending time on how you could actually do more with it and learn more with it. I do love it for the offline printing that you can do, printing off extracts, using it for screenshots in PowerPoint slideshows and things like that as a way to compare and contrast. And I really love children scrutinizing those maps in front of them, having them on paper, having extracts with the Ordnance Survey grid lines on them so they can really have it in front of them and stand over it rather than have it to look at it from some distance on the screen. I'm a big, big fan of the fact that DigiMap does that quite easily because you can print off PDFs without too much of a problem and really centre it on where you want it. The school can be in the centre or a particular landscape or a landform or a landmark could be centred on it. And of course I love it, DigiMap for schools for the quality of the mapping that you get, particularly the house to house. I can see exactly where I live in my garage and my green space near me. And you just can't get that quality elsewhere. And there may be some other people on the call that remember the good old days were to get this sort of detailed close scale mapping. You would have to speak to something in the local authority and they may send you some paper extracts because this is data that we're all able to access, but accessing it through DigiMap through this particular app is really, really helpful and really, really invaluable. And I do also like seeing DigiMap used with a whole class of children. I was in a school just yesterday and they had 30 PCs. I could just imagine all those children using DigiMap for schools at once. And how wonderful that would be. So it's not just this kind of on the whiteboard on the screen in front of children display tool where you can't really see a great deal, particularly sat at the back of class. And I particularly like DigiMap now because it's got this integration of the real world geographic images. If you've seen DigiMap before, then you've understood what that means the geographic site is a kind of tried and tested and trusted site of really good images that people have taken from various places within their particular areas within the survey grid square. So I really like that particular aspect as well. So on to place knowledge then so I'm thinking about DigiMap for schools and place knowledge and it's worth thinking about the English National Curriculum and what our first challenges our first aim really what we're trying to do is to develop contextual of the world and the defining physical and human characteristics and how those then provide a geographical context for the understanding of the actions of processes. So there's quite a lot in that in the aims. So it's what specific context you're going to look at in your use of DigiMaps. And then what are those physical features those landforms, and then what characteristics the way that the buildings are arranged where those buildings are cited, where the roads are cited, where the railways are cited, that then give you a context for having some discussions and maybe setting up some questions for what the actions of particular processes could be. So I really want you to kind of start to think about DigiMap for schools is a great tool for you to start to think about how geography is about location, of course it is. But it's also about place, and it's about time and particularly with the 125,000 scale map, if you think about the orange maps you sometimes see. That's a really good way to start to see the processes through time, particularly if you look at the historical images and I haven't actually got any of the historical images in my slideshow, but that's one of the real powerful things to go back to the 1800s to go back to the 1900s in terms of the different map layers that you can use within DigiMap. So this is a place, that's what I'm going to be playing with this idea today and this is something that in the next few slides I'm going to quote quite extensively from the last couple of years of OSTED reports on English schools where they've really said that place knowledge is something that we have not developed, perhaps well enough from our perspective in teacher education, but also that we're not passing on to children. Perhaps getting the idea of location, pinning the map, specific named locations, latitude and longitude, four and six figure, eight grid figure references, but we're not getting this sense of place, this sense of what a place is actually like. So what does this mean? Well in the quotes that I've picked out, place is said to be almost ubiquitous. It's probably unknowable then if it's ubiquitous, but it connects the physical topography and physical or human geography processes with personal experience and I really want to stress that personal experience thing we can't go everywhere we can't run field trips to places and how can you personally connect to that particular landscape? Most children will have seen some sort of watercourse, most children will be able to see some sort of green space near them. So how do these other maps of green spaces of a watercourse, a major river or a lake or whatever, connect the sorts of places that they can see? Most children will know of a busy road, a main road near them. What does that connect to the M1, the M25, the A1 that might be on a DigiMap for schools map that they might look at? And continuing this quote, it then talks about geographical conceptualization that then brings meaning to the undifferentiated space. I've heard about the kind of space and scale and place as we go through, so I'm just going to leave that one hanging a little bit because then this gives meaning to a location. And then people's understanding of a place helps to give them a connection that brings together other aspects of geography and then makes it very real. So what we want to do, even though this is an aerial view, this is a map, this is something that's not really very contextualized for them. We want to try and make that connection, want to try and give meaning to them wherever possible and make it as real as possible, even though this is probably going to be quite abstract for them. So most of the time not going to be looking at these maps in a real location where they can match what they can see in front of them with what's on the paper, print out on the iPad or whatever it is they're looking at. So geographical conceptualization, how does this help teach me about this particular location. Place knowledge is a really key concept in the English national curriculum, we've got these different headings of location, putting the map, place knowledge, human and physical features and then skills and field work so place knowledge is so key. But it's perhaps not built on and developed enough but it's trying to make these spaces that live these spaces that have meaning these spaces that could be just like any other. What is a field is a field the pond is a pond is a pond river is a river is a river but how do we make them seem different, how do we point out the differences as well as those similarities between these different specific locations. So we ultimately want people to become very spatially aware. So their surroundings become more imbued with this meaning, and then they can hopefully start to transfer this through a range of experience to, to other locations. We're trying to provoke what Doreen Masian and others have talked about this idea of a geographical imagination. We're trying to fire it with the exposure to the many millions of maps that we could pull off did you map variety of different scales. And actually the access to did you map is is ideal for this. We ultimately want to have some field work we want to have a chance to visit a location with this specific map, because we want to get to this place where they can start to transfer this knowledge by just describing what they can see what they can experience what they can view, and then maybe transferring it by drawing it during a version of it during a simplified map of this location by maybe having it with a lot of the locations blanked out. It's a closed procedure but on a map where they got to relabel it based on what the experience, or maybe even writing creatively about it possibly creating some sort of poetry some sort of haiku some sort of ways of coming up with a representation of that knowledge embedded in that map. So it's like describing maps almost as kind of the ultimate knowledge organizer it's a way to knowledge at organize the world, and we need to try and sometimes transcribe that and take that from the map to actually make some sense of it. So I'm aware I'm moving quite, quite swiftly but I really want to kind of provoke you to look at this map, for example, this is a map I used with a school, not so long ago, a map just to the east of London to give you that kind of wider context. So we probably spent about half an hour, as a group of teachers, qualified practicing teachers, and we really start to think, okay, where is this, what do we see in this map, what are the significant features. Is a key can we use the symbols do we know what these symbols mean and there are a lot of conversations about what was there and what wasn't there and things to do with contour lines and the central line running straight through the middle of that particular image on the London underground. And we talked about FB and what FB might mean as a footbridge, the different sorts of churches that you can see there on the top half of the map, the lack of green space certainly in that kilometer square and certainly when you watch, when you look at digimap and you see this sort of map extract this is the one to 25,000 scale extract you can really start to see how actually from that perspective it says though there's not much green space. But when you think about all those homes having gardens, maybe those are not connected green spaces, but if you looked at that from an aerial view, if you use the aerial view toggle tool within digimap you would see, well maybe it's 5050 50% buildings built on changed gardens 50% green space so sometimes maps don't always tell the truth it looks as though human has completely dominated that landscape. And the humans are certainly dominated even the green spaces because they will have planted and dug and whatever in their gardens but actually if you look at that in a different way, it's probably about 5050 of homes and buildings and roads and railways, whatever So in this particular example I just get you to think about your own square kilometer of where your school is or where your home is at the moment, and maybe you've got a map in front of you and you're actually looking at that critically what can you see, what percentages what can you think of in that particular location. Do you really scrutinize the map of where you actually are a place that you know well you walk through the drive through that you're constantly within. Do you really think about what's near what's hyper local to you because that's that's the real power of these sorts of quality maps and and like I say, and what longer you look at that it's the kind of underlying geology that then starts to say something to you and you start to think we are going uphill from kind of the bottom right to the upper parts of this map it is a con set of contour lines going uphill we start to then think about how if we walk through this landscape or we drive through this landscape we perhaps don't notice these things until they're actually pointed out to us. So, this is my kind of challenge to you this square kilometer challenge really because the affordances that these sorts of maps can offer us are very, very great and of course the power then is, once you've really scrutinized this as a staff and talked about it and thought about it. Then you can start to really think about similarity with other places in London in other major cities in other cities of the world, as well as those differences as well. And to give you a bit more context like I say this is east of London on the central line, you can see there, the area that we were, we were looking at there just in the top right there and you can see the kind of other aspects of the location that you can see with this one to 25,000 scale map that I've taken from digital map schools. I've just done a screenshot. Like I say, I think the real positive of this is he would have this in front of children, and you would get them to really scrutinize it and look at it in some detail. An idea that David story and others have talked about is this idea of getting children more aware or through the use of maps like this of nested hierarchies, the fact that your home your school will be in a particular street, a particular neighborhood in a particular area, which will also be part of a borough town, maybe in or near a city, and that will be in a county and a region and a country and so on. So it's this place within a place within a place this kind of Russian doll idea that we're trying to give children an opportunity to have a sense of an activity I was doing the other day with student teachers was getting them to write their world address. You write your world address ending with the universe solar system but starting with a chair on a table in a room in a building and trying to develop as many different layers of location as you can to really build up that sense of connection between the fact that you're in the world. You're also in a chair in a room as we speak. And so maps help when we zoom in we zoom out these helpers have these sorts of conversations and clearly this tool as well as other tools will give you that opportunity through through through the internet. So, just to kind of move us on again if you're ever really struggling in geography to understand so so where is the geography I don't get the geography that I need to teach, because maybe the planning you're using is not pretty good or you've really not got a great deal of experience. It can be very very helpful for you to know what the potential of geography is by just looking up the digital map for schools map for the area you're looking at now. But remember that digital map covers the whole world, but covers the three nations of the UK, England, Scotland, and Wales, particularly well in terms of the Ordnance Survey mapping. And then there's some good mapping for Northern Ireland, but it doesn't quite cover the same maps, maps there but particularly Great Britain's maps are really really sort of quality that you're seeing there on the screen. And what I'll ask you to do is have that map in front of you a bit like the ones we've just been looking at and use these basic questions that again some of you will be tried and tested to try and unpack the story of what the geography is so so what is this location like what why is this location like it is. How is this location changing. And how is it connected to other locations through the roads, the rails, the trams, through being able to walk, or being able to stop from being walked because of walls and barriers and boundaries and things like that. I feel like to live in this particular location so if you start to answer all the you just start to develop more and more stories of this location you start to develop that place, that place, place knowledge over time. And other questions were added to these by Marcia Foley. So the idea of pinning the map where is this location, perhaps compared to others, and then how is this area similar or different to other locations as well so I always go back to teachers to student teachers and say right start with the map wherever you're teaching about, and then go back to these questions if you're finding it tricky and try and work out the story of it through talking to others through doing some research through trying to connect to it. So just a couple more perspectives before I give you some more ideas and tips. I think sometimes we can put too much emphasis on on looking at singular map extract without looking at ranges of maps. We need to do quite a lot sometimes with children in different age groups in different units of work of comparing and contrasting how is London as a city. And maybe the east of London, compared to Edinburgh and look at Edinburgh a little while to think it was quite a good example of where it really does stand out as having a very dominant physical geographic presence when you look at the Ordnance Survey map on digital maps so how much are you looking in and zooming out? Are you doing? Because we can't learn to read from just looking at singular books so we shouldn't really learn to map read from just looking at one map. So we need to have these multiple varied and contrasting contexts to develop this sense of place through maps, but we don't always need to look at them in depth we don't always need to do them to death. So they should be contrasted all the time from having maps on the wall, maps of the UK, maps of the world, Peter's projection maps as well to kind of show different perspectives alongside atlases and globes and particularly I'd advocate printouts of digital maps. I know the last school that I left as a teacher I laminated quite a number of printouts of digital maps style maps and showed them at different scales, and those were just there to use. You're always reliant on this technology you've got printouts you can just give out you've got 15 copies of it one between two. It's laminated so you can go over it with a whiteboard pen so just like you use a whiteboards and you get children holding up whiteboards with answers, you're using Digimap extracts to annotate and then to use them to get them to circle things and highlight things and to really use them and not just read them in the abstract sense. And they're saying again quoting from them we need to have this wide range of up to date resources, and Digimap's a great way to have up to date resources to develop the locational knowledge and the spatial cognition the sense of space, the ability to think about different space. And all the time we need to be thinking that we're trying to develop this this very abstract sense of the world. We're trying to develop their precision and their interconnectedness with a sense of place as well. So this is just one other example that I've used where you've got the bottom right the kind of Digimap for schools. This is one to 50,000 maps. This is, and then we're trying to say well, actually we're in this particular location here of Tumbridge and Moorling. You can see it on a Wikipedia map in the top left, and you're seeing a range of other maps but all these are the same location they just zoomed out to a different level. And the children need to have a facility to kind of get these to understand that these are a place within a place within a place within a place. And that they feature on this they, they, they are in this place where they're going to school so again think have you got images like this that you're using in school are the things that you could develop. So just a couple of other quotes there from Ofsted just to bear in mind that I've picked out that particularly tie in this idea of place knowledge and relationship to other locations and the idea of spatial cognition. There is this cognition as those previous slides just suggested it's not just the micro environment. It's the macro environment is this bigger picture. It's this kind of outer edges of the Russian doll. It's not just the small objects that we're trying to link to it's the orientation near and far and close to as opposed to distant that's what we're trying to really get children to understand and it's only through immersion and lots of examples that we're going to get them towards that. So this is another project I'm doing at the moment this is a school in Fulham just by the banks the Thames you can see the Thames there at the bottom not far from Hammersmith just by putting the bridge on the right hand side and this is me using Digimap and making screen grabs this is for a year to class so this is where I'm really going to be thinking through how I practically using with Q stage one did you maps at this really kind of close scale. So I've used Digimap and I've done some screen grabs and extracts and I've knitted them together because we're going to be walking down that road there bishops having you just by the school going to be going there on Friday. Again, I'm going to be looking around the park and I could have printed out lots of different maps of the park but I really wanted just to focus on the features I know we're going to see. And there was no other but better way of doing this, I could think than to kind of do these screen grabs at this, this sort of scale but I really do feel that the kind of detail of the shape of the road the shape of the pavement the shape of the roundabout the shape of the bowling green and the pond. You cannot find that on any other map, the shape of the foreshore and the sorts of things that will be able to see if it is low tide. So these going to be so accurate on these sorts of maps and even with these young children that's going to be useful to point out, can you really pinpoint that exact place on the pavement. These are really useful kind of skills can we put an X, where we think we are. I could have drawn freehand, a map that would show a kind of long road bishops Avenue goes to bishops Park, I could have drawn the foreshore, a very simple version of this but let's let's aspire with children to kind of use these maps and to try and orientate it. I'm trying to think about where north and south and east and west is obviously I've moved around a little bit so that's actually quite hard to tell but I want to put a key. I'd want to put a north, south, east, west compass rose on there for them but this is just one way that I've kind of played with digital map more recently kind of manipulated a little bit, if you like. The real joy and I'm sure most of you will be aware of this is the real joy of seeing your house number, seeing the shape of your home, the size of your home sometimes you really do realize why your neighbors got a bigger bay window to you because the house is just wider than yours and there's a real accuracy and a real level of detail here which certainly for key stage two is really, really helpful but even for younger children and if your school has a quite a small catchment area it will on a map like this have pretty much all of the homes on which they live in the shape of their garden, whether they've got a garage or not. And again, the grass verges and things like that the other maps really just don't don't pick up and you can see an example here on fleece road. What's there is there two significant trees. There is that why those have been picked out are they different sorts of trees is a real geographical investigation to look at that when you look at these in detail. And of course there's all sorts of tools as you're aware you can see on the left hand side measurement tools, you could work out with older children couldn't you the area of that particular grass verge there you can see on fleece road, the area of the school playing field the area of the tarmac playground and so on all sorts of things that you could do which I won't go into now but there's such a sense of wonder that you can actually pinpoint where you live, you can pinpoint your road, you can pinpoint your particular hyper local geography. And so just to move on again some of the other things that I particularly like about digital map is sometimes thinking about key stage one again. This is me advocating that there are some opportunities for using this within key stage one although that's a 150,000 scale map and it's really quite confusing to look at. There are some things to do with color and shape and the fact that it's the coast. And it's the port but I do think if you gave that as an extract to print out to children in key stage one that they could navigate maybe you could cut it up maybe you could make a jigsaw of it and put the pieces back together. And through doing that children could talk and really explain how Edinburgh is and what it's like and use some of those storm inquiry questions but I think there's such an opportunity here to really focus on these extinct volcanoes to focus on the art of seats and Hollywood Park you can see there and such a lot of language there which again could be a barrier to some children I'm quite aware of that. But particularly when you look at some of the other scale map I mean just look at some of the words here haggies no no no. Dumbie Dykes powderhouse corner echoing rocks the lion's horse. Lions haunch dunce apiece almost lyrical isn't it I mean there's definitely again poetry that could come from this cat Nick hunters bog the Dassies. It's not so much the reading of the landscape. It's just using that place name etymology of what and why and how. There's definitely stuff that could be done, even with younger children to kind of get a sense of place there of these more wild spaces in these key stage one locations we need to study need to study the four nations the UK need to study the cities. Do we just do the royal mile do we just do the built environment or do we sometimes focus on the physical environment as well there's certainly something there that we could start to get across them the or wonder of that. Another example that I'd share with Scotland. This was shared most recently in a jog live webinar that myself and colleagues from the early years and primary phase committee did. You can scan that QR code and get to that directly. There's an example of where I was using digimap to talk about Kraken the hollow mountain, not far from open and this was to look at the example of hydro power try and generate electricity from water. So we start off with this kind of much zoomed out map to a scale of 100 kilometers you can see there in the bottom right hand corner from Digimap. We start to narrate a story of zooming into the Scottish nation seeing the different mountains, the Philippine mountains and the southern uplands and we get pupils to then focus on the area we're going to look at that area between open. And again, we're using these perhaps on the screen this time to narrate this kind of difference in these different scale maps. Again, focusing on open focusing on chronic where might you put this hydroelectric plant where might you put this place where we're going to go down to the side and we'll start to generate electricity from driving these turbines and again ask the children to focus on open and Crenlaric and that road the 85. Now that's where we're going to be particularly looking just at the head of lock or and again the such. I mean that particular map I think is just a wonderful map in terms of green space and high mountains and various and such a lot in that one, particularly if you're looking at it in terms of key stage to that really gives a very different view to Scotland than you would get from other mapping providers again another different scale map to five kilometers. Again, focusing on this 85 between current lyric and an open and we're really focusing now on that central place there Ben Kraken Kraken mountain and the criminal Kraken reservoir that you can see there, about 900 meters above sea level. And I won't go into this in great detail but but it's worth just looking at the full webinar that I did elsewhere on this particular example of using these different scales of map to really give that sense of place zoomed out and then zoomed in that gives that good view to a different view of these particular locations, and particularly when you get to the level you can see contour lines you can see why he would put a reservoir there, and you would make that somewhere that you could trap all that water, you need to open up the slew skates open up the slew skates to run the turbines and create this amazing James Bond style hollow mountain where you would drive these turbines to create hydroelectric power within 30 seconds as soon as people turn on their kettle at the end of strictly Coronation Street or whatever, but really important that they get a sense of place through images as well and clearly, you could use the geographic element of digimap to give you that as as well. So, that's an example of virtual fieldwork, but I want to perhaps move on just in the final few slides to focus on field trips that you can do from school. And again focusing on this idea of sense of place that can be developed from the story of a location. And again quoting from the most recent of state geography reports of 50 or so schools. I think it was that what they said was that field trips have been conflated with field work and leaders believe that people's were doing fieldwork because they simply went out of school, but they were often not doing any geographical work in the places they visited so I can't read between the lines here but it may be that they're not scrutinizing these maps they're not looking at the maps they're not really thinking about those maps and the opportunities there because these particular pupils as reported were not learning how to observe to measure and record and present geographical information about these places there was no geographical question that they were seeking to answer through the visit so maybe this teacher wasn't thinking about inquiry wasn't thinking about an opportunity to ask a question an open question about the area, probably an open question that they do know the answer to it will be very much a focused or a framed, possibly a inquiry but there is an opportunity there to really not just go out for the sake of it, it's not a field trip but it's actually field learning field work field study, maybe, because there may be some specific skills that the teachers might actually want them to develop so again digimaps maps in general can really help you develop these senses of place these these opportunities still meaningful field trips. And sometimes this can be to do with the height of land and forgive me there for not using a digital map but it's a really great opportunity to kind of compare contrast with digimap with the contour lines with maps like this one the topographic maps that you can see. And you can see how different really the upland areas are written from the Pennines North really in terms of being so much higher above sea level than these much lower, much more prone to flooding areas south of that and certainly east, east of that so have a look at topographic maps.com because the idea that we live on slopes the idea that we live on very up and down land should be really obvious to us because as Anderson has argued much of the terrestrial surface of our planet is sloping has been affected by by ice by water or land movement in one form or another. And again something that I've done with schools this is another example from South London, close to Croydon, this one, I was working in this school once and again looking at this kilometer square from the ordinary survey from Digimap and saying so so so what's the what's the opportunity here for teaching about geography and those teachers haven't particularly thought about the fact that they were on the top of the hill. The fact that right opposite them was the a 232. And then you have this sloping fields that goes from a kind of terrace of 60 meters above sea level to 55 to 50 and the steepness of that slope everybody was aware of it. Everybody hold themselves up and down that from time to time. And, but it really wasn't a key part of the teaching the fact that there's a valley there is the Wandel valley that goes all the way to various burrows of London and then into the 10s the fact that this is part of the catchment area of this river that feeds terms that hadn't really come across them when they thought about where they are in the world that specific location so again it's worth thinking about where you're living where you're teaching. And what do the contour lines that will be on a one to 25,000 map like this on paper or on screen through Digimap and can actually offer you in terms of opportunities. Because they're so often they're hidden because of all the buildings on top, you need to kind of screw up your eyes and really scrutinize them but there's such a lot of opportunity particularly it's an open space like this the children to go and stand there and see the view to stand there and really think about where the steepest part of that hillies and maybe gone stand where they think 60 years and 55 and 50 that could be another good investigation for children to do and I could really imagine them being out there using that map extract and orientated themselves about where they might be in the world. And then of course making that contrast places like Glencoe where those contour lines are so different. This is the one to 50,000 scale map, but again, you compare that square kilometer with all the homes with the kind of interesting circular arrangement of homes there in the bottom corner comparing those contour lines and the kind of width of those to these ones where you go from sea level to an effect 900 meters very very quickly. And that that to you without the photograph attached to it will not mean a great deal necessarily. And if any of you know Glencoe and the amazing mountains you have there, when you start to compare and contrast that to the images that you can see really understanding what those landforms are picked out there look like in practice there's a real opportunity there with using a map extract like this and particularly their bottom right I mean that viewpoint there what does that viewpoint look like could you imagine if you were looking towards the south or towards the south west. What will you actually see. There's such a lot of opportunity like I say comparing and trusting urban areas, versus rural areas versus really kind of remote areas with very little there apart from a to two passing through an amazing road to drive through, but really quite desolate at times of quite dangerous as well. So lots of questions could kind of flow from that in terms of what your region is like how those different values are formed with their V shape or you shaped and so on. And particularly advocate there one of the final ideas is to use drone footage to use video footage to get that kind of 360 degree view, and that's perhaps again where you would use something like Google Earth to really have that perspective as well. But using Google Earth with a map like this make you so valuable to kind of pick out those, those those features. So this is the final tip really of using digital map using the ordinary survey mapping that you can get there, and then finding drone footage either that somebody else has found for you often you'll find on YouTube people having lots of drone clips. They're having drone clips that they've possibly without asking permission or having a license but they will have filmed them when they got their drone for Christmas. And you'll start to see the lie of the land and the landscape and the layout of that particular road or golf course or that particular estate and matching that and comparing that to the ordinary survey mapping and seeing if you can pick out those green spaces those landmarks the water courses is really, really helpful so aerial views directly above birds eyes important, but oblique view from the side is such a powerful way of seeing that landscape and seeing those slopes seeing those hills seeing those mountains. As well you really do get a sense of all wonder and penny drop moments when you see those sorts of things. So just just as I finished to be thinking of some, some questions. I hope you've stayed with me through the 40 or so minutes that I've been talking one strong recommendation from a good colleague of mine Dr Paula Owens and the modern survey is their teaching map skills booklets that you can get to you from these QR codes on the screen. There's an early years one published last year, I think it was, and one that was published the year before for five to 11 but if you wanted a sense of progression and using digimap type maps, using ordinary survey maps printed out on paper. And these are really, really invaluable documents to to use to help to skill your staff up if you're doing these stuff meetings in using digimaps really full of inspiring ideas and a real sense of a curriculum for using maps, a curriculum for using locational in place knowledge in practice. So that's all I had to speak about. So I do invite any questions and thoughts and perspectives from you. I just hope that was some use to you all.