By David Owen;Alison Ryan;Mark O'Hara
Position above instructing background
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Additional resources for Teaching Geography 3-11 (Reaching the standard)
Choic e of questions can be guided by the followin g exemplar or 'key' questions (afte r Storm , 1989): What/where is it? What's it like? Why is it like it is? How is it connected to other places? How and why is it changing? What would it be like to be there? How is it similar to/different fro m anothe r place? These questions can be applied to all the place s and theme s prescribed for study. They can be adapted fo r Foundation, Key Stage 1 and Ke y Stage 2 study. Each question focuses on a different aspect of what is being investigated.
These should be developed through the localities and themes set out in 'Breadth of study' (DfEE/QCA , 1999) . The four aspects of geography A Year 5 unit of work on water and its effects on the landscape focuses on rivers (theme). The class uses and develops the following skills in the classroom and in the field: enquiry skills, such as asking questions about a contrasting river; collecting and analysing data about a local stream; using appropriate vocabulary for features and processes; using atlases and maps; drawing maps; and using photographs and ICT.
Table 3 1 Section from a matrix indicating coverage of the Key Stage 1 Programme of Study Programme of Study requirements Key Stage 1 la Ask geographical questions • • b Observe and record • • • c Express own views • • • d Communicate in different ways • • • 2a b Use geographical vocabulary • • • Fieldwork skills • • • TEACHING GEOGRAPHY 3-11 Yl Local area Y1 on the farm Y1 improve school grounds Y1/2 Barnaby Bear Y2 Bangladesh However, long-term planning which will result in effective teaching and learnin g needs to go beyond mere coverage of the geography Programm e of Study or Early Learning Goals.
Teaching Geography 3-11 (Reaching the standard) by David Owen;Alison Ryan;Mark O'Hara