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NSC Home Page > EUAS Contents > 8 National Curriculum Programmes of Study - Geography
Appendices
8 National Curriculum Programmes of Study - Geography
Extracts from the National Curriculum Programmes of Study - Geography
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Paragraph formatting
See Appendix 6: Introductory notes for an explanation of the paragraph formatting of the Programmes of Study
GEOGRAPHY KEY STAGE 1
1 Geographical enquiry and skills
a) ask geographical questions [for example, 'What is it like to live in this place?']
b) observe and record [for example, identify buildings in the street and complete a chart]
c) express their own views about people, places and environments [for example, about litter in the school]
d) communicate in different ways [for example, in pictures, speech, writing]
2) In developing geographical skills, pupils should be taught to:
a) use geographical vocabulary [for example, hill, river, motorway, near, far, north, south]
b) use fieldwork skills [for example, recording information on a school plan or local area map]
c) use globes, maps and plans at a range of scales [for example, following a route on a map]
d) use secondary sources of information [for example, CDROMs, pictures, photographs, stories, information texts, videos, artefacts]
e) make maps and plans [for example, a pictorial map of a place in a story]
3 Knowledge and understanding of places
a) identify and describe what places are like [for example, in terms of landscape, jobs, weather]
b) identify and describe where places are [for example, position on a map, whether they are on a river]
c) recognise how places have become the way they are and how they are changing [for example, the quality of the environment in a street]
d) recognise how places compare with other places [for example, compare the local area with places elsewhere in the United Kingdom]
4 Knowledge and understanding of patterns and processes
a) make observations about where things are located [for example, a pedestrian crossing near school gates] and about other features in the environment [for example, seasonal changes in weather]
b) recognise changes in physical and human features [for example, heavy rain flooding fields] .
Knowledge and understanding of environmental change and sustainable development
a) recognise changes in the environment [for example, traffic pollution in a street]
b) recognise how the environment may be improved and sustained [for example, by restricting the number of cars] .
Breadth of study
6) During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two localities:
a) the locality of the school
b) a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school.
7) In their study of localities, pupils should:
a) study at a local scale
b) carry out fieldwork investigations outside the classroom
GEOGRAPHY KEY STAGE 2
Geographical enquiry and skills
1) In undertaking geographical enquiry, pupils should be taught to:
a) ask geographical questions [for example, 'What is this landscape like?', 'What do I think about it?']
b) collect and record evidence [for example, by carrying out a survey of shop functions and showing them on a graph]
c) analyse evidence and draw conclusions [for example, by comparing population data for two localities]
d) identify and explain different views that people, including themselves, hold about topical geographical issues [for example, views about plans to build an hotel in an overseas locality]
e) communicate in ways appropriate to the task and audience [for example, by writing to a newspaper about a local issue, using email to exchange information about the locality with another school]
2) In developing geographical skills, pupils should be taught:
a) to use appropriate geographical vocabulary [for example, temperature, transport, industry]
c) to use atlases and globes, and maps and plans at a range of scales [for example, using contents, keys, grids]
d) to use secondary sources of information, including aerial photographs [for example, stories, 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]
f) to use ICT to help in geographical investigations [for example, creating a data file to analyse fieldwork data]
g) decisionmaking skills [for example, deciding what measures are needed to improve safety in a local street]
3 Knowledge and understanding of places
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 significant places and environments [for example, places and environments in the news]
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 weather conditions, 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]
g) to recognise how places fit within a wider geographical context [for example, as part of a bigger region or country] and are interdependent [for example, through the supply of goods, movements of people]
4 Knowledge and understanding of patterns and processes
a) recognise and explain patterns made by individual physical and human features in the environment [for example, where frost forms in the playground, the distribution of hotels along a seafront]
b) recognise some physical and human processes [for example, river erosion, a factory closure] and explain how these can cause changes in places and environments.
5 Knowledge and understanding of environmental change and sustainable development
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
b) recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project]
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:
a) a locality in the United Kingdom
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
b) study a range of places and environments in different parts of the world, including the United Kingdom and the European Union
c) carry out fieldwork investigations outside the classroom
GEOGRAPHY KEY STAGE 3
Geographical enquiry and skills
1) In undertaking geographical enquiry, pupils should be taught to:
a) ask geographical questions [for example, 'How and why is this landscape changing?', 'What is the impact of the changes?', 'What do I think about them?'] and to identify issues
b) suggest appropriate sequences of investigation [for example, gathering views and factual evidence about a local issue and using them to reach a conclusion]
c) collect, record and present evidence [for example, statistical information about countries, data about river channel characteristics]
d) analyse and evaluate evidence and draw and justify conclusions [for example, analysing statistical data, maps and graphs, evaluating publicity leaflets that give different views about a planning issue]
e) appreciate how people's values and attitudes [for example, about overseas aid] , including their own, affect contemporary social, environmental, economic and political issues, and to clarify and develop their own values and attitudes about such issues
f) communicate in ways appropriate to the task and audience [for example, by using desktop publishing to produce a leaflet, drawing an annotated sketch map, producing persuasive or discursive writing about a place] .
2) In developing geographical skills, pupils should be taught:
a) to use an extended geographical vocabulary [for example, drainage basin, urban regeneration]
b) to select and use appropriate fieldwork techniques [for example, landuse survey, datalogging] and instruments [for example, cameras]
c) to use atlases and globes, and maps and plans at a range of scales, including Ordnance Survey 1:25,000 and 1:50,000 maps
d) to select and use secondary sources of evidence, including photographs (including vertical and oblique aerial photographs), satellite images and evidence from ICTbased sources [for example, from the internet]
e) to draw maps and plans at a range of scales, using symbols, keys and scales [for example, annotated sketch maps] and to select and use appropriate graphical techniques to present evidence on maps and diagrams [for example, pie charts, choropleth maps], including using ICT [for example, using mapping software to plot the distribution of shops and services in a town centre]
f) to communicate in different ways, including using ICT [for example, by writing a report about an environmental issue, exchanging fieldwork data using email]
g) decisionmaking skills, including using ICT [for example, by using a spreadsheet to help find the best location for a superstore] .
3 Knowledge and understanding of places
a) the location of places and environments studied, places and environments in the news and other significant places and environments
c) to describe and explain the physical and human features that give rise to the distinctive character of places
d) to explain how and why changes happen in places, and the issues that arise from these changes
e) to explain how places are interdependent
4 Knowledge and understanding of patterns and processes
a) describe and explain patterns of physical and human features and relate these to the character of places and environments
b) identify, describe and explain physical and human processes, and their impact on places and environments.
5 Knowledge and understanding of environmental change and sustainable development
a) describe and explain environmental change [for example, deforestation, soil erosion] and recognise different ways of managing it
b) explore the idea of sustainable development and recognise its implications for people, places and environments and for their own lives
6 Breadth of study
6) During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two countries and 10 themes:
a) two countries in significantly different states of economic development, including:
b) tectonic processes and their effects on landscapes and people, including:
i) the global distribution of tectonic activity and its relationship with the boundaries of plates
ii) the nature, causes and effects of earthquakes or volcanic eruptions
iii) human responses to the hazards associated with them
c) geomorphological processes and their effects on landscapes and people, including:
i) the processes responsible for the development of selected landforms and the role of rock type and weathering
ii) the causes and effects of a hazard [for example, flooding, landslides] , and human responses to it
d) how and why weather and climate vary, including:
ii) the components and links in the water cycle
e) ecosystems how physical and human processes influence vegetation, including:
g) the changing characteristics of settlements, including:
i) the reasons for the location, growth and nature of individual settlements
ii) how and why the provision of goods and services in settlements varies
h) changing distribution of economic activity and its impact, including:
i) types and classifications of economic activity
ii) the geographical distribution of one or more economic activities [for example, farming, tourism]
iii) how and why the distribution has changed and is changing [for example, the impact of new technologies] , and the effects of such changes
j) environmental issues, including:
i) how conflicting demands on an environment arise
ii) how and why attempts are made to plan and manage environments
iii) effects of environmental planning and management on people, places and environments [for example, managing coastal retreat, building a reservoir]
k) resource issues, including:
i) the sources and supply of a resource
ii) the effects on the environment of the use of a resource
iii) resource planning and management [for example, reducing energy use, developing alternative energy sources]
7) In their study of countries and themes, pupils should:
a) study at a range of scales local, regional, national, international and global
b) study different parts of the world and different types of environments, including their local area, the United Kingdom, the European Union and parts of the world in different states of economic development
c) carry out fieldwork investigations outside the classroom
d) study issues of topical significance