Product reviews for Uncharted Territories

“My reading viewpoint

After attending Northern Rocks 2018 and hearing both Hywel and Debra speak I knew I would be interested in anything they had to say. A friend had a copy of their book and was kind enough to lend it me. I read as a curious practitioner, always keen to develop ideas to share or use if I return to the classroom.

Summary

This was a really unexpected read. Not to say I didn't enjoy it; it was simply unlike any edu-book I have read so far. Uncharted Territories is best described (I think) as a collection of ideas to inspire and ignite learning opportunities in the classroom, both primary and secondary. While research is mentioned, and these sections were most interesting to me personally, the focus is much more on ways in which one theme can be used to teach the breadth of the curriculum without pigeonholing learning into discrete subject lessons.

The book is divided into chapters which each begin with a different learning hook from theme parks to caves. Each chapter is then segmented into the same parts designed to get all teachers thinking about how one learning hook can be used to teach a wide range of topics, immersing pupils into their learning. If you are aware of Tim Taylor's -˜Mantle of the Expert' work (and other such approaches that I am unfortunately ignorant of) then you may recognise the approach the book takes.

Overall, while the book can be read cover to cover I believe it would be best used as a reference guide, read and put into practice one chapter at a time. It is chock full of ideas which could simply be used as is or used as a springboard to fire the imagination of a single teacher, year group or department. The options are limitless.

My key takeaways

1. An immersive environment provides context and a clear purpose. Each theme of the book provides a wealth of experiences for pupils which creates meaningful connections to different areas of learning within the curriculum. Kidd and Roberts cite cognitive theories including Willingham's work which notes the importance of stories to develop learning. Developing a longer term narrative for learning based on one hook could be a fantastic way of providing purpose for learning. They also note that stepping in and out of the created narrative in order to teach key skills is fine, but the focus should be on the theme and the story developed.

2. What do we want for the future? Kidd and Roberts pose this very question and it has made me think a lot about the pupils we teach. The themes and ideas suggested go beyond the concepts of the curriculum and expose pupils to thinking about wider aspects - the environment, humanity, emotions. While I know these are taught in schools across the land, it does make me questions how much responsibility teachers have to develop these aspects in pupils in our care and how this immersive approach could be a -˜safe' way in which to tackle bigger issues. Perhaps we shouldn't have to teach people skills and agency but if it's a by-product of an approach then perhaps that's OK.

I think you should read this book if-¦

- You are aware of immersive, hook or story-based teaching and would like practical, inspirational ideas and resources.
- You teach thematically and want practical suggestions to develop your practice.”

Click here to read the review on Lisa's blog.