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Geography
Geographical enquiry and skills
1. In undertaking
geographical enquiry, pupils should be taught to:
[c] analyse evidence
and draw conclusions [for example, by
comparing population data for two localities].
2. In developing geographical
skills, pupils should be taught:
[c] to use atlases
and globes, and maps and plans at a range of scales
[d] to use secondary
sources of information [for example, information
texts, the internet, satellite images, photographs, videos]
[e] to draw plans and maps at
a range of scales
[for example, a sketch map of a locality]. Knowledge and understanding of places
3. Pupils should
be taught:
[a] to identify and describe
what places are like [for example, in terms
of weather, jobs]
[b] the location of places
and environments they study and other
significantplaces and environments
[c] to describe where places
are [for example, in which region/country
the places are, whether they are near rivers or hills, what the nearest
towns or cities are]
[d] to explain why places are
like they are [for example, in terms of
local resources, historical development]
[e] to identify how and why
places change [for example, through the
closure of shops or building of new houses, through conservation
projects] and how they may change in the future [for example,
through an increase in traffic or an influx of tourists]
[f] to describe and explain
how and why places are similar to and
different from other places in the same country and elsewhere in the
world [for example, comparing a village with a part of a
city in the same country].
Knowledge and understanding of environmental change and sustainable development
5. Pupils should be taught:
[a] recognise how people can improve the environment [for example,
by reclaiming derelict land] or damage it [for example, by polluting
a river], and how decisions about places and environments affect the future quality of people's lives. Breadth of study
6. During the key stage, pupils should be taught the knowledge, skills and
understanding through the study of two localities and three themes:
Localities
[a] a locality in the United Kingdom. Themes
[c] water and its effects on landscapes and people, including the
physical features of rivers [for example, flood plain] or coasts [for example, beach], and the processes of erosion and deposition that affect them
[d] how settlements differ and change, including why they differ in
size and character [for example, commuter village, seaside town], and an issue arising from changes in land use [for example, the
building of new housing or a leisure complex]
[e] an environmental issue,
caused by change in an environment
[for example, increasing traffic congestion, hedgerow loss, drought],
and attempts to manage the environment sustainably [for example,
by improving public transport, creating a new nature reserve, reducing
water use].
7. In their study of localities
and themes, pupils should:
[a] study at a range of scales
- local, regional and national
[c] carry out fieldwork investigations
outside the classroom.
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