Coordinating Geography Across The Primary School (Subject by John Halocha

By John Halocha

In particular designed for busy academics who've accountability for co-ordinating a subject matter region inside their basic university. every one quantity within the sequence conforms to a concise kind, whereas offering a wealth of counsel, case reviews and photocopiable fabric that lecturers can use immediately.; There are unique volumes devoted to facing OFSTED, growing complete tuition coverage and the calls for of co-ordinating a number of topics inside a small school.; the total set of sixteen volumes is offered.

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Will the steep hill affect how easily drivers can stop? Do drivers really keep to the 30mph speed limit in the area? Planning What will be the best ways of getting answers to our questions? How will children collect and record the information? What geographical skills and concepts can be developed through these activities? The investigation Which parts of the road really do give drivers the best view of the crossing? Finding out where the children are coming from by plotting their addresses on local street plans.

It will also give you a chance to build up resources, make local contacts and prepare possible fieldwork. We cannot predict unplanned events such as famines or volcanic explosions. You can, however, ensure that, where appropriate, they are included in your children’s experiences by doing a number of things. Start to build an ethos where teachers understand the more flexible nature of the geography content requirements. Be alert to unexpected news items that might be relevant to geography and try to collect simple resources which could be used.

SCAA (1995b) uses the phrase ‘units of work’ and suggests these can be continuing and blocked and that both types of unit will draw, in the first instance, on work from a single subject or aspect of the curriculum. Some could be linked with other subjects. You will need to examine whether or not these existing units of work can actually provide opportunities for geographical learning experiences. For instance, some schools have misread the requirements on studying distant places at Key Stage 2 and have built in a half term’s work on all of ‘The Caribbean’ rather than choosing an actual locality to study within it.

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