Professional Documents
Culture Documents
Geography
from 5 to 16
Curriculum Matters 7
AN HMI SERIES
ISBN 0 11 270606 1
CONTENTS
Contents Page
Introduction
Early primary 5
Later primary lO
Secondary 21
Assessment 42
Appendix 1
Application of locational questions to a particular 46
activity: the fIre service
Appendix 2
Support from external agencies 48
Appendix 3
Manufacturing industry - an illustration of 49
progression
PREFACE
Preface
This is the seventh in HM Inspectorate's discussion series
Curriculum Matters. It sets out a framework within which each
school might develop a geography programme appropriate to its
own pupils.
The document focuses on the aims and objectives for the teaching
of geography between the ages of 5 and 16 and considers their
implications for the choice of content, for teaching approaches,
and for the assessment of pupils' progress.
Like all other papers in this series Geography from 5 to 16 is a
discussion document and the Inspectorate would welcome your
comments and suggestions on it and the issues it raises.
If you have any comments, please send them to the Staff
Inspector (Geography), Department of Education and Science,
York Road, London SEI 7PH, by 31st March 1987.
EjBOLTON
Senior Chief Inspector
GEOGRAPHY FROM 5 TO 16
Introduction
1. G~ogrlillhY helps pupils to !!l<ll<esenseQf th~i,L~1lITQun<.lings
alld ~ain .a better appreciation and understanding of the
variety ofpliysicaland humancondiliQQ.l'QJ) the. earth's surface.
ICnasairecCreIevance for pupils aged from 5 to 16 because it
relates to many aspects of their own lives and of the environment
in which they live. This relevance is especially evident when the
study of geography focuses on activities in which they personally
engage or hope to engage; when it is concerned with their
immediate surroundmgs or areas with which they are familiar;
wnentrenqITites--ffiIo--imJ'-ortant changes taking J:llill:;e, either
locally or elsewhere in the world, which may influence their
own lives and which, in time, they may seek to influence as
aware and responsible citizens; and w~ell_ it examines current
so~i.~L~co.!!omk,-QQ.li.tic~Lan~L~~!:2!lllle~!~i~li!!es. The geo-
graphy undertaken in primary and secondary schools extends
pupils' interests and knowledge beyond their immediate ex-
perience and helps them to interpret the images and information
about people and places which they acquire from television,
books, magazines and other sources. While the aims of geography
teaching take particular account of the distinct perspectives and
methods of enquiry associated with the subject, they also
recognise other broad educational goals that can be effectively
pursued through the study of geography.
2
INTRODUCTION
4
EARLY PRIMARY
Early primary
9. During the early years of the primary phase much of the
curriculum is more likely to be organised around activities and
topics than in the form of subjects. At this stage the most
appropriate learning is through fIrst-hand experience and
observation and, although geography is not likely to be identifIed
as a separate element of the timetable, a great deal of learning
may serve to increase pupils' environmental awareness and
understanding, thereby providing a foundation for later studies
which can profItably draw more directly on the subject.
Objectives
10. The curriculum for the early years should provide pupils
with learning experiences of a geographical nature that will
enable them to:
• extend their awareness of, and develop their interest in, their
surroundings;
• olJ§.~ accurately and develop simple skills of enquiry;
• id~!!~_!fY.and explore features of the local environment;
• distinguish between the variety of ways in which land is used
and the variety of purposes for which buildings are constructed;
• recognise and investigate changes taking place in the local
area;
• relate different types of human activity to specifIc places
within the area; -------
• develop concepts which enable them to recognise the relative
position and spatiall!ltributes of features within their environ-
ment; ----------
• understand some of the ways in which the local environment
affects people's lives; --------------
• develop an awareness of s~~§Qn.!!L~l1anges of weather and of
the effects which weather conditions have on the growth of
plants, on the lives of animals and on their own and other
people's activities;
• gain some understanding of the different contributions which
a variety of individuals and services make to the life of the local
commlJ.:~
5
GEOGRAPHY FROM 5 TO 16
13. Many children who live in or near the country are taken on a
f~!!!U'i§it.
Again, careful planning and preparation are necessary.
Pupils can learn to identify the animals, crops, machinery and
products. They will be interested in the regular activities of the
farmer, especially those concerned with animals. They can find
out what the animals are fed on and how they are looked after.
Supported by further work in the classroom, perhaps using toy
models, pictorial maps and stories, pupils can be introduced to
the general concept of a farm as a specific area - with fields,
hedges, buildings and tracks - within which a farmer grows
crops and keeps animals to obtain useful products.
listen to what they have to tell. When pupils cannot visit the
place of work, adults may be able to visit the school, perhaps
bringing interesting artefacts with them.
16. Pupils' interest in other places and other people can be
stimulated by visits which they have made, for example on
holi~ays, and by what they see on television or in books. Teachers
can elp them to draw upon that experience and can attempt to
stimulate new interests. Once their interest has been aroused,
pupils can be encouraged and helped to find out more about the
lives of people living in different places. Such studies are more
likely to be successful when pupils have access to appropriate
artefacts, photographs and stories which engage their imagina-
tions.
17. A variety of teaching strategies, including where possible
visits and the contributions of visitors, are required to help
young pupils develop an awareness and better understanding of
the cultural and ethnic diversity within our society. While
pupils' direct experience will vary greatly from one part of the
country to another and from one neighbourhood to another, it is
essential that all schools, as part of their normal practice, take
deliberate steps to reveal the rich and diverse contributions that
individuals and groups from different cultural and ethnic back-
grounds bring to life in Britain.
18. During the early years of education pupils can be helped
to acquire important ideas about spatial relationships and they
can be introduced to the use of maps. The physical layout and
distribution of activities in a classroom, the patterns of movement
about the school, movements in games and play with models
and with damp sand can provide opportunities for teachers to
introduce concepts of relative position, spacing, distance,
direction, size, shape and distribution, so that pupils become
more confident in identifying and describing simple spatial
patterns and relationships. Some computer games can help
pupils to develop spatial concepts. Teachers should ensure,
through careful monitoring and sensitive intervention, that
both sexes benefit from participation in appropriate activities l .
19. Pupils' introduction to, and progressive development of,
~~ drawing, reading and interpreting maps can be facilitated
1. See Matthews, M. H. Cognitive mapping abilities of young boys and girls. Geography
Vol. 69, Part 3, October 1984.
8
EARLY PRIMARY
different in others and will thereby pave the way to the use of
classifications. It will help them to recognise different types of
buildings, plants, animals, vehicles, work and leisure activities.
But it is not just a matter of acquiring new vocabulary. Language
plays a fundamental role in helping pupils to understand because
it is the prime means by which they formulate and reflect on
new ideas, relate them to previous experience, discuss them
with others and apply them to new situations. It is through
language that we manipulate new ideas, give them shape and
texture and, by so doing, create personal meaning. Language
has a vital role in extending and intensifying pupils' environ-
mental and spatial awareness.
Later primary
23. During the later years of the primary phase most ~upils
undertake studies which include elements that are more earl c:
recogmsable as e n some sc 00 s e su lect is
a ocate a specified amount of time each week; in others it
forms part of a wider area of the curriculum, which may be
10
LATER PRIMARY
Objectives
24. The curriculum for the later primary years should enable
pupils to:
• investigate at fIrst-hand fs:atll.r~s of their localj!!l,vi1:2.!!!llent:
its weather; its surface features; and some of the activities of its
inhabitants, especially those aspects that involve spatial and
environmental relationships;
• study some aspects of life and conditions in a number of other
small areas in Britain and abroad, which provide comparisons
wIth theIr own locality. From such studies pupils should gain
knowledge and understanding of some of the ways in which
people have used, modifIed and cared for their surroundings,
and of the influence of environmental conditions, culture and
technology on the activities and ways of life of the present
inhabitants;
• develop an appreciation of the ma!ll' life styles ~n ~Fitain and
abroad, which reflect a variety of cUltures, and develop positive
attitudes towards different communities and societies, counter-
acting racial and cultural stereotyping and prejudice;
• have some understanding of cp.anges taking place in their
own locality and in other areas studied, including some appre-
ciation of the ways in which human decisions influence these
changes;
• gain some appreciation of the importance of location in human
affairs and some understanding of such concepts'as distance,
11
GEOGRAPHY FROM 5 TO 16
19
GEOGRAPHY FROM 5 TO 16
Secondary
42. N early all pupils between the ages of 11 and 14 study
geography in some form or other. While in the majority of
schools the geographical component of the curriculum is time-
tabled as a separate subject, in a substantial number it is organised
as an element within a combined studies course, usually in
association with history. This arrangement is more common in
the fIrst year of secondary schools and much less so in later
years. Geography is usually an optional subject in years four and
fIve, where, on average, it is taken by about half the pupils, thus
making it one of the most popular of the optional subjects.
However, the proportion of pupils who continue with geography
to the age of 16 varies greatly from one school to another,
influenced especially by such factors as the quality of teaching
throughout the school and by the opportunities and constraints
created by the structure of particular option systems.
Objectives
44. The geographical component of the 11 to 16 curriculum
should help pupils to:
• develop further their understanding of their surroundings
and extend their interest in, and knowledge and understanding
of, other places;
• gain a perspective within which they can place local, national
and international events;
• learn about the variety of physical and human conditions on
the earth's surface; the different ways in which people have
reacted to, modified and shaped environments; and the influence
of environmental conditions (physical and human) on social,
political and economic activities;
• appreciate more fully the significance in human affairs of the
location of places and of the links between places, and develop
understanding of the spatial organisation of human activities;
• gain understanding of the processes which have produced
pattern and variety on the earth's surface and which bring about
change;
• develop a sensitive awareness of the contrasting opportunities
and constraints facing different peoples living in different places
under different economic, social, political and physical con-
ditions;
1. Details of these projects are available from the School Curriculum Development
Committee, Newcombe House, 45 Notting Hill Gate, London WI13JB.
22
SECONDARY
Assessment
89. The assessment of pupils' progress is essential to a sound
teaching strategy. Among its most important educational pur-
poses are to inform pupils about the progress they are making in
geographical learning; to detect and diagnose learning difficulties
experienced by individual pupils; and to contribute information
which will be relevant to the evaluation of the geographical
component of the curriculum, including the effectiveness of
teaching. Without adequate attention to assessment, neither
pupils nor teachers know how well they are doing. It is vitally
42
ASSESSMENT
45
Appendix 1.
~ Application of locational questions to a particular activity: the fire service
Questions Commentary Skills
1. Where is the nearest fIre station? The location can be described in Reading maps - fInding features.
relation to features with which the
pupils are already familiar eg the
school and their own homes; and in
relation to features shown on a map.
2. What area does it serve? The advantages of a central location Describing locations.
can be examined and possible reasons
for other types of location discussed.
3. How is the 'street furniture' The regularity of the location of Placing information on maps.
associated with the fIre service hydrants could be investigated and
(eg fIre hydrants) recognised and compared with other street furniture.
distributed?
4. How far is it to various parts of Time is a vital factor in dealing with Measuring from maps.
the area served? emergencies, and travel time and route
Comparing two sets of information:
distance can be compared.
route distance and time of journeys.
5. How long does it take to get to Pupils can consider why the speed of
these various places? journeys varies along different routes
and at different times ofthe day.
A short section of a route might be Drawing a map for a specifIc purpose.
surveyed to identify traffIc holdups.
6. Which routes would be followed Games might be introduced which Following and describing routes.
to get to various locations? require pupils to fmd the shortest/
easiest/quickest routes to various
7. What alternative routes are Identifying types of information about
places.
needed to take account of places routes which a fIreman might require
of congestion, one way streets, but which are not normally shown on
temporary roadworks? street maps.
Questions Commentary Skills
8. Where are the neighbouring fire Pupils could examine the distribution Describing and analysing a distribution
stations? of fire stations in a large city or a large pattern.
What is their distribution? rural area.
How far apart are they? Are they Pupils could compare the sizes of the Comparing sets of information.
evenly distributed, and, if not, fire stations, the equipment available
what is the explanation? in each, and the services which they
can provide.
9. What are the geographical Pupils could consider the main types of Observing on the ground.
characteristics of the area which land use in the area eg agricultural,
the fire station serves? residential, commercial, industrial.
They may be able to identify patterns Reading maps.
of land use and clustering of particular Recording information on maps.
types of buildings.
The different materials used in
constructions might be noted.
10. What kinds of problems associated It may be possible to relate the Analysing the causes of fires and other
with the geography of the area is occurrence of fires to particular types problems dealt with by the fire service.
the fire service called upon to of land use and types of activity. Fires Analysing distribution patterns.
help with? may be more common in some areas
than others. Imaginative writing.
The fire service is sometimes called
upon to deal with the effects of
flooding and to rescue people and
animals from precarious positions.
GEOGRAPHY FROM 5 TO 16
Appendix 2.
Support from external agencies
Teachers in primary, middle and secondary schools, whether
general class teachers or subject specialists, can obtain valuable
support from external agents, such as local education authority
advisers/inspectors, the Geographical Association and institu-
tions engaged in teacher training. That support can be in the
form of consultation, in-service training and documents which
give suggestions and guidance.
Several local education authorities have recently produced, or
are in the process of producing, curriculum guidelines on geo-
graphy for younger pupils, in most cases through a working
party led by an inspector or adviser.
Examples are:
Avon, History and geography in primary schools, 1982.
ILEA, The study ofplaces in the primary school, 1981.
Sheffield, The geographical curriculum 8-14: planning and practice,
1981.
48
APPENDIX 3
Appendix 3.
Manufacturing industry - an illustration of
progression
Manufacturing industry is one of the categories of human activity
which usually figures as a recurrent element in the content of
geography curricula. Because it is so common as a theme it
provides a good illustration of the need and scope for progression
in learning. Within the geography of manufacturing industry it
is possible to identify several sub-themes which can be translated
into broad learning objectives. For example, it might be agreed
that pupils, through their geographical studies, should be helped
to develop understanding of:
• the varied nature of manufacturing industry - the different
types of products, processes, working conditions and forms of
organisation;
• the importance of manufacturing industry to the economy, to
employment opportunities and to the landscape of places;
• the basic requirements of manufacturing industry, the factors
which influence its growth and decline, and the decision making
associated with these;
• where manufacturing is located and why, the advantages and
disadvantages of various types of location, the spatial linkages
which support industry, and the reasons for changes in locational
patterns;
• the environmental impact of manufacturing industry, and
the economic and social consequences of industrial change;
• economic, social, political and environmental issues associated
with geographical aspects of manufacturing industry .
49
GEOGRAPHY FROM 5 TO 16
The sort of analysis which has been presented here clearly does
not lead to a precise blueprint for the selection and organisation
of content and activities. The choice of specific content is
potentially great and will be influenced by such considerations
as the general framework which has been adopted for particular
courses and the learning resources which are available. But the
conclusions can usefully inform the planning of teaching pro-
grammes. The following structure illustrates how progression
could be catered for within the recurrent theme of manufacturing
industry.
Early primary
During this phase pupils can be helped through visits, stories,
role play and other activities, to appreciate:
53
GEOGRAPHY FROM 5 TO 16
Later primary
a. While the local area should continue to be a source of
interest and direct experience, pupils' studies should be extended
to other places which can provide scope for them to learn about
other types of work in different environments.
At least one place studied could be an industrial area.
b. Visits and case studies can help pupils to develop a fuller
understanding of a selection of manufacturing activities and of
the working conditions associated with them.
c. Pupils can examine the sequence of processes within these
manufacturing industries and make use of flow diagrams to
summarise the sequences.
d. Simple analyses can be made of:
• the reasons why a particular industry is located where it is;
54
APPENDIX 3
Secondary - years 1 to 3
a. Pupils can be introduced to the idea of a factory as an 'open
system' linked by transport to sources of materials, power,
labour and other inputs and to markets for their products.
b. Carefully selected case studies of a variety of manufacturing
industries can be used to enable pupils:
• to develop better understanding of the factors affecting the
siting and location of industry and the role of key decision
makers;
• to recognise different types of industrial location (eg the
attraction to raw materials; to markets; to power sources; to
suitable labour; to break of bulk points; industries with
demanding site requirements); and
• to gain some understanding of the distribution of manu-
facturing industry at different spatial scales (eg within a town,
and at regional and national scales).
c. A fairly simple study could be made of changes in the
geography of manufacturing over a period of time (eg the growth
and decline of particular industries, and changing distribution
patterns).
d. Through the various case studies, pupils can be introduced
to some of the economic conditions which influence the success
55
GEOGRAPHY FROM 5 TO 16
57
Curriculum Matters:
an 8MI series
Titles already published are:
1. English from S to 16 2nd ed. HMSO, 1986, £2.50
ISBN 0 11 270595 2
2. The curriculum from S to 16 HMSO, 1985, £2.00
ISBN 0 11 270568 5
3. Mathematicsfrom S to 16 HMSO, 1985, £2.00
ISBN 0 11 270577 4
4. MusicfromS to 16 HMSO, 1985, £1.50
ISBN 0 11 270579 0
5. Home economics from S to 16 HMSO, 1985, £2.00
ISBN 0 11 270580 4
6. Health education from S to 16 HMSO, 1986, £2.00
ISBN 0 11 270595 2
Printed for Her Majesty's Stationery Office by Bocardo Press Ltd, Oxford
Dd 239870 C75 12/86
Curriculum Matters: an HMI senes
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10 the proC!!!oos of developing ~cnl'ral agreement about curnulhlr .ums
and Ob'C1..1i\Cs.
Cllmmcnt<; from readers on paper .. in tht: Curriculum ,\tallers enes
wuulJ be welcome and should !"It: ..em to:
fl.\1 Inspcclor:llC
l)cpanml!nt of Education and Sncncc
l· hzaheth House
York. RIldd
London S[ I ,PH