Learning and undertaking activities in geography contribute to achievement
of the curriculum aims for all young people to become:
- successful learners who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling
lives
- responsible citizens who make a positive contribution to society.
The importance of geography
The study of geography stimulates an interest in, and a sense of wonder
about, places and helps make sense of a complex and dynamically changing
world. It explains how places and landscapes are formed, how people and
environment interact, and how a diverse range of economies and societies
are interconnected. It builds on pupils' own experiences to investigate
at all scales from the personal to the global.
Geographical enquiry encourages questioning, investigation and critical
thinking about issues affecting the world and people's lives, for the present
and future. Fieldwork is an essential element of this. Pupils learn to think
spatially, using maps, visual images and new technologies, including geographical
information systems, to obtain, present and analyse information. Geography
inspires pupils to become global citizens by exploring their own place in
the world, their values and responsibilities to other people, to the environment
and to the sustainability of the planet.
Key concepts
There are a number of key concepts that underpin the study of geography.
Pupils need to understand these concepts in order to deepen and broaden
their knowledge, skills and understanding.
Place
- Understanding the physical
and human characteristics of real places.
- Developing geographical
imaginations of places.
Physical and human characteristics
This includes what a place is like, how it became like this and how it
is subject to forces for change.
Geographical imaginations of places
Pupils carry with them mental images of places - the world, the country
in which they live, the street next door. These form part of their 'geographical
imagination'. It is important that pupils recognise that there are many
images of places, some of which may conflict with their own.
Space
- Understanding the interactions between places and the networks created
by flows of information, people and goods.
- Knowing
where places and landscapes are located, why they are there,
the patterns and distributions they create, how and why these are changing
and the implications for people.
Knowing where places and landscapes are located
Scale
- Appreciating different scales - from personal and local to national,
international and global.
- Making links
between scales to develop understanding of geographical ideas.
Links between scales
Making links between scales helps pupils understand interdependence. For
example, considering how their consumption of energy has a global impact
on physical systems such as climate.
Interdependence
- Exploring the social, economic, environmental and political connections
between places.
- Understanding the significance of interdependence in change, at all
scales.
Environmental interaction
- Understanding that the physical and human dimensions of the environment
are interrelated and together influence environmental change.
- Exploring sustainable
development and its impact on environmental interaction.
Sustainable development
Sustainable development aims to enable all people throughout the world
to satisfy their basic needs and enjoy a better quality of life, without
compromising the quality of life of future generations.
Physical and human processes
- Explaining how physical and human processes shape places, landscapes
and societies.
Cultural understanding and diversity
- Appreciating the differences and similarities between people, places,
environments and cultures to inform their understanding of societies and
economies.
- Appreciating how people's values and attitudes differ and may influence
social, environmental, economic and political issues, and develop their
own values and attitudes about such issues.
Key processes
These are the essential skills and processes in geography that pupils need
to learn to make progress.
Geographical
enquiry
Pupils should be able to:
- ask geographical questions, thinking critically, constructively and
creatively
- identify
bias, opinion and abuse of evidence in sources when investigating
issues
- collect,
record and display information
- analyse and evaluate evidence, presenting findings to draw and justify
conclusions
- find new ways of using and applying geographical skills and understanding
to create new interpretations of place and space
- plan geographical enquiries, suggesting appropriate sequences of investigation
- solve problems and make decisions to develop analytical skills and creative
thinking about geographical issues.
Geographical enquiry
Pupils should carry out a range of enquiries, from structured enquiry,
to more open-ended and active learning situations. The approaches used
should support the type of enquiry questions being asked. This is essential
if skills and processes are to be developed.
Identify bias, opinion and abuse of evidence
This includes evaluating the quality of information by asking questions
about its source, what it was collected for and how it has been analysed
and presented (eg questioning the provenance of websites).
Collect
Information should be gathered from a variety of sources, including fieldwork
libraries, the internet and digital media, official agencies, geographical
information systems (GIS) and newspapers.
Fieldwork and out-of-class learning
Pupils should be able to:
- select and use fieldwork
tools and techniques appropriately, safely and efficiently.
Fieldwork tools
This includes using ICT such as digital and video cameras, geographical
information systems, and environmental sensors, such as data-logging weather
stations.
Graphicacy and visual literacy
Pupils should be able to:
- use atlases, globes, maps
at a range of scales, photographs,
satellite images and other geographical
data
- construct maps and plans at a variety of scales, using graphical techniques
to present evidence.
Maps at a range of scales
This includes Ordnance Survey maps to a scale of 1:25 000 and 1:50 000.
These should be used by pupils throughout key stage 3 to interpret physical
and human landscapes.
Photographs
This includes vertical and oblique aerial photographs.
Geographical data
This includes published statistics, data gathered from fieldwork, literature,
biographies, travel writing and information generated by geographical
information systems.
Geographical communication
Pupils should be able to:
- communicate their knowledge and understanding using geographical vocabulary
and conventions in both talk and writing.
Range and content
This section outlines the breadth of the subject on which teachers should
draw when teaching the key concepts and key processes.
The study of geography should include:
- a variety
of scales, from personal, through local, regional, national,
international and continental, to global
- a range of types of study, including studies based on a place or region,
a theme, an issue or problem. Studies should develop pupils' knowledge
of the location of places and environments. Each study should include
a range of scales
- the consideration of different parts of the world in their wider settings
and contexts. This includes local areas, the UK, the European Union and
regions or countries in different states of development. The studies should
be placed within a regional, continental and/or global context. Selections
should show different types of environment and levels of economic development,
and in some cases have cultural, economic or political relevance to the
lives of pupils
- undertake study of the UK and learn some key aspects of its changing
geography, current issues, place in the world today
- investigation of people-environment interactions at different scales
and in different parts of the world, highlighting consequences, impacts
and planning/management responses
- studies that involve physical
geography, physical processes and natural landscapes
- studies that involve human geography, built and managed environments,
and human processes.
Variety of scales
Investigations need to zoom in and out of scales and investigate from
different perspectives.
Physical geography
This should include study of weather and climate, and why they vary from
place to place.
Curriculum opportunities
During the key stage pupils should be offered the following opportunities
that are integral to their learning and enhance their engagement with the
concepts, processes and content of the subject.
The curriculum should provide opportunities for pupils to:
- use a range of enquiry approaches
- use varied resources, including maps, visual media and geographical
information systems
- participate
in informed responsible action in relation to geographical issues
that affect them and those around them
- examine geographical issues in the news
- investigate important issues of relevance to the UK and globally, using
a range of skills including ICT
- undertake fieldwork
investigations in different
locations outside the classroom, individually and as part of
a team
- make links between geography and work in other subjects and areas of
the curriculum.
Geographical information systems
GIS is valuable for mapping and visualising information as well as linking
and analysing different spatial datasets. There should be opportunities
to learn with GIS and to learn about GIS.
Participate in informed responsible action
This enhances pupils' understanding of how geography has meaning and relevance
to their own lives. It can also help them make informed and independent
decisions and take action both at a personal level and as citizens in
society.
Fieldwork investigations
Fieldwork provides opportunities analyse issues in real contexts. Fieldwork
also links study to pupils' personal experience of places and environments.
Different locations outside the classroom
Fieldwork should relate directly to the topics studied, making the most
of the local area as well as contrasting localities.
