Summary highlights and key changes

• The essential elements of Geography have clearly transferred to the new Programmes of Study.  Added to this is a need to ‘inspire in pupils a curiosity and fascination about the world’. 
• The local area still forms the starting point for developing geographical skills but there is now to need to compare and contrast it with other localities in the United Kingdom.
• A more rigorous regional analysis has been introduced into KS2 with the requirement to compare and contrast a region of the United Kingdom with a region in a European country and a region within North or South America.
• Little specific mention is now made of environmental issues such as sustainability, congestion, drought etc but it would be worthwhile to include such issues within regional studies.
• The most significant change is the more prescriptive nature of the factual knowledge to be learned by the pupils in both Key Stages.  Continents, oceans, countries, capitals and significant regions all feature in this challenging list.  Also, within ‘Human and Physical Geography’, the study of processes is complemented by the need to know and understand defined aspects such as climate zones, biomes and vegetation belts that many only have been touched on previously.

Key points for schools to consider

The new Programmes of Study display a subtle shift of emphasis from geographical processes and skills to the acquisition and understanding of geographical knowledge.  With this in mind there are some key points that schools will need to consider.

Progression

The more significant changes appear in KS2 necessitating a more detailed review of current schemes of work.  For KS1 the review should highlight more modest adaptations.  During these reviews it is important to map out the newly defined skills, knowledge and concepts across the year groups to ensure that there is both coverage and progression.

Resources

Given the more prescriptive nature of the Programmes of Study, many schools will be concerned that their current resources are either insufficient or inappropriate.  Some may elect to purchase one of the many new schemes of work that are rapidly being published.  Others can be reassured that there is sufficient overlap for most resources to be adapted within the new schemes of work with only modest additional resources.

Professional Development

If teachers are to inspire a ‘curiosity and fascination’ in their pupils they need to be both confident and competent in the knowledge and skills required.  Geography coordinators will need to ensure that their colleagues have the skills to access new data sources and are encouraged to develop a good general knowledge of geographical facts and features.

Timetabling

A significant number of schools may, at least in KS1, deliver Geography within a broad Humanities framework often through a topic based approach.  There may be concerns that the more specific nature of the subject’s guidelines do not lend themselves to such an integrated approach.  Schools that have a well- developed culture of delivering Geography through a Humanities framework should not be concerned about the National Curriculum changes.  By refining the topics and modifying the resources an integrated Humanities system is perfectly feasible and indeed quite efficient in terms of curriculum time.

Technology

In addition to the familiar secondary sources of information such as CD-Roms, pictures, photographs and maps, specific mention is now made of aerial photographs and Geographical Information Systems (GIS).  Clearly Google Earth and some of the simpler GIS packages are going to become increasingly important sources of up to date information for the study of Geography.  

Case Studies

The Rainforest Big Picture – St. John the Baptist

Pupils should extend their knowledge and understanding of the location and characteristics of a range of the world’s most significant human and physical features.

Through this topic St. John’s pupils will explore and study a range of world environments in different parts of the world. Focusing on the rainforests pupils will learn about how different animals are found in different habitats and understand how animals and plants are suited to their habitats. Also, through learning about the destruction of the rainforests pupils will recognise that there are hazards and risks and understand that the destruction of the rainforest will mean the death of many species plants and animals. Pupils will ask geographical questions and use appropriate geographical vocabulary. Also, pupils will use atlases, globes and maps at a range of scales and Identify and describe what places are like. Pupils will explore how and why the rainforest is being destroyed and understand that this is preventable. Through understanding the results of the destruction of the rainforest, pupils will learn and understand how people can manage the environment for sustainable development. This will enable pupils to use secondary sources of information including internet and non-fiction texts to communicate discoveries in ways appropriate to the task and the audience.