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Children from Woolmore School, Tower Hamlets, out on fieldwork. Photo | Jonathan Barnes.

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Edited by Stephen Scoffham

HandbookPrimary Geography

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A handbook of this kind is a team effort involving many authors and contributors. The production too is a complexprocess which depends on the publisher, editor, designer, illustrator and printer. I am indebted to all those whohave given their time and professional expertise so unstintingly to such good effect. Revising and updating a textis a rather unglamorous task and I am grateful to all the authors for the way they have responded. In addition, Iwould like to acknowledge the support of Geographical Association staff, especially Ruth Totterdell for her supportfor the project, Wendy North for her immense help with illustrations and Nicola Donkin for her careful proofreading. We are also most grateful to all the schools and pupils whose work is featured.

This edition of the Primary Geography Handbook is based on an earlier version published in 2004, which wasitself reworked from the handbook produced in 1998. The 1998 book, edited by Roger Carter, provided firmfoundations on which to build. Fran Royle made huge contributions to these earlier publications in her role as GAPublications Manager. Now as a freelance editor she has brought her experience, wisdom and common sense tothis present publication. In addition, she has negotiated with myself and other authors with extraordinaryunderstanding and good humour. Thank you Fran for everything you have done and for making our work such apleasure. Finally, I would like to offer thanks to all those friends and colleagues within the GeographicalAssociation and in the Faculty of Education at Canterbury Christ Church University who have supported me in myrole as editor. Being able to draw on their enthusiasm, support and expertise and belonging to a community ofgeographers has been invaluable.

Stephen ScoffhamJuly 2010

© Geographical Association, 2004, 2010

This book is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for thepurpose of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act1988, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or byany means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, withoutthe prior written permission of the copyright owner. Enquiries should be addressed to the GeographicalAssociation. The Geographical Association allows members to reproduce material for their own internalschool/departmental use, provided that the Geographical Association holds the copyright. We have made everyeffort to trace and contact copyright owners; we apologise if we have not always been successful. The viewsexpressed in this publication are those of the authors and do not necessarily represent those of the GeographicalAssociation.

ISBN 978-1-84377-297-2First published 2004Revised and updated 2010Year 2014

Published by the Geographical Association, 160 Solly Street, Sheffield S1 4BF.Company no 07139068.Website: www.geography.org.ukEmail: info@geography.org.ukThe Geographical Association is a registered charity: no 1135148.

Edited by Fran Royle

Designed and typeset by PrintPod, Huddersfield

Illustrations by Dan Parry-Jones and Linzi Henry

Printed and bound in China throughColorcraft Ltd, Hong Kong.

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Founded in 1893, the GA is an independent charity with a core objective of furtheringthe learning and teaching of geography. The GA promotes and supports geographyteaching by producing acclaimed resources for teachers, holding quality CPD eventsand lobbying government. As a membership organisation it is the members who givethe GA its strength. We would be happy to hear from potential authors who have ideasfor geography books. Find out more at www.geography.org.uk.

Over the last few years, the long and enduring staple crop of history-led televisionprogrammes have given way to a dizzying spread of geographical fodder. Whatbegan as a twinkle in Michael Palin’s eye, grew with the indigenous wanderlustof Bruce Parry and the homegrown beachcombing of the Coast team, and has

taken root with the latitudinal travelogues of Simon Reeve and the expeditionary zeal ofprogrammes like Operation Borneo and Land of the Jaguar. Add to that the glossy specials like

Planet Earth, Earth: The Power of the Planet and How EarthMade Us and you realise that a new star has been born inpopular culture: the planet.

I’m never sure if the mass media drives or is driven by thepublic mood, but this burst of primetime entertainment drawnfrom the world around us seems to me to be firmly rooted.Global geopolitical issues that have gestated in geographyclassrooms around the country for decades have now crept intohomes and workplaces, as questions about climate, hunger,resources, population, and migration become the everydayconversations. Folk for whom geography once meant abemused recollection of oxbow lakes are now routinelydebating the merits of recycling, the efficacy of renewableenergy sources, and the legitimacy of government carbonemission or immigration policies.

It is clear to me that geography is no longer the blue trivialpursuit but something with real currency in modern society. Noteveryone will want to study it, but with geographical issuesbeing among society’s most pressing concerns, our futuredepends on those who will. And of course, it all starts with you.

Teaching geography in primary schools helps young peoplemake sense of the abundance of information that they acquire from the television, the media,from conversations at home and from their own observations. Geography helps young peopleto become more aware of their planet and develop into informed individuals in anincreasingly challenging and unpredictable world. This book offers fantastic support that willenable you to help your pupils on this journey.

Iain Stewart July 2010

Iain Stewart is a Professor of Geosciences Communication in the School of Geography, Earth andEnvironmental Sciences at the University of Plymouth. He has presented television series includingJourneys From the Centre of the Earth, Earth: The Power of the Planet, Hot Rocks, 10 Things You Didn'tKnow About... and How Earth Made Us.

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Iain Stewart.

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ContentsIntroduction Stephen Scoffham 9

Section 1: Geography and learningChapter 1 Young geographers 14

Stephen ScoffhamChapter 2 Geography, creativity and place 24

Jonathan BarnesChapter 3 Geography and the emotions 34

Julia Tanner, with contributions from Stephen ScoffhamChapter 4 Making geography fun 48

Kathy Alcock, with contributions from Ruth Potts and Janie WhittleChapter 5 Young children making sense of the world 62

Fran Martin and Paula OwensChapter 6 Understanding and developing primary geography 74

Simon Catling

Section 2: Geographical skillsChapter 7 Enquiries and investigations 94

Geoff Dinkele, with contributions from Stephen ScoffhamChapter 8 Mapwork skills 104

Colin W. BridgeChapter 9 Using photographs, diagrams and sketches 120

Margaret MackintoshChapter 10 Fieldwork and outdoor learning 134

Paula RichardsonChapter 11 Geography and language development 148

Liz LewisChapter 12 Geography and ICT 164

Kate Russell

Section 3: People and placesChapter 13 Using the school locality 180

Angela Milner and Terry Jewson, with contributions from Stephen Scoffham and Philip Maudsley

Chapter 14 Contrasting localities 194Greg Walker, with contributions from Gemma Kent

Chapter 15 The wider world 204Maureen Weldon, with contributions from Stephen Scoffham

Chapter 16 The global dimension 216Mary Young

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Section 4: Themes and topicsChapter 17 Weather and climate 230

Rachel BowlesChapter 18 Rivers, coasts and the landscape 246

Liz LewisChapter 19 Settlement 260

John HalochaChapter 20 Environmental geography 272

Liz Essex-Cater and Steve RawlinsonChapter 21 Citizenship and primary geography 288

Elaine Jackson

Section 5: Managing the curriculumChapter 22 Planning the curriculum 302

Paula RichardsonChapter 23 Assessment for learning 312

John Kenyon, with contributions from Stephen ScoffhamChapter 24 Inclusion and special needs 322

David Blow, with contributions from Stephen ScoffhamChapter 25 The subject leader 334

Jeremy Krause and Jane Millward, with contributions from Anthony Barlow

Chapter 26 The inspection and accreditation of geography 348Marcia Foley

Resources 358

Index 361

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Stephen Scoffham is the author of manybooks on primary geography, atlasconsultant, Honorary Publications Officer ofthe Geographical Association, and PrincipalLecturer at Canterbury Christ ChurchUniversity.

Kathy Alcock, formerly a teacher andlecturer in primary geography with a stronginterest in the environment, now lives insouthern France where she helps to run hersmall holiday business.

Anthony Barlow is a teacher from Boltonwho has a passion for ‘under-your-nose’geography. He is Vice-Chair of the GA EarlyYears and Primary Phase Committee and aGeography Champion.

Jonathan Barnes is Senior Lecturer inPrimary Education at Canterbury ChristChurch University and teaches, researchesand writes about cross-curricular andcreative teaching and learning.

David Blow, once a Senior Lecturer inEducation, worked for thirty years inresidential and mainstream specialeducation.

Rachel Bowles, lately of the University ofGreenwich, is co-ordinator of the Register ofResearch in Primary Geography and an ex-officio member of the GA Early Years andPrimary Phase Committee.

Colin W. Bridge, an ex-headteacher, is akeen environmentalist who has contributedregularly to Primary Geographer over manyyears and co-authored numerous primarygeography texts.

Simon Catling is Professor of PrimaryEducation at Oxford Brookes University andwas President of the GeographicalAssociation 1993-4. He teaches andresearches in primary geography.

Geoff Dinkele was Hampshire’s CountyInspector for Geography and a teachertrainer. He now serves and smiles in AbbottsAnn village shop near Andover.

Liz Essex-Cater, Senior Lecturer inGeography Education at NorthumbriaUniversity for 14 years, sadly died in 2008.Her contribution to this book is part of herlegacy.

Marcia Foley, formerly Geography Adviserfor Kent, is a freelance primary geographyconsultant, author and GA PrimaryGeography Quality Mark Moderator.

John Halocha is Reader in GeographyEducation and Head of Geography at BishopGrosseteste University College, Lincoln. Hewas President of the GeographicalAssociation 2009-2010.

Elaine Jackson, formerly a primary schoolheadteacher, is now Chief Adviser (Primary)for Trafford LA and author of numerousbooks including the Barnaby Bear range ofbig books.

Terry Jewson was a primary schoolheadteacher for many years and part of anauthor team that has written numerousprimary geography texts.

Gemma Kent is Geography Co-ordinator atThe Lyceum School, London and aGeography Champion in the London region.

John Kenyon, formerly headteacher ofMiddlewich Primary School, Cheshire, is amember of the GA Early Years and PrimaryPhase Committee.

Jeremy Krause, formerly Senior GeographyAdviser in Cheshire and President of theGeographical Association 2001-2, iscurrently Senior School ImprovementAdviser, National Strategies SW.

Liz Lewis, formerly Senior Lecturer inGeography Education in the Universities ofSunderland and Durham, is a long-termcontributor to GA primary publications,including the Barnaby Bear range of littlebooks.

Margaret Mackintosh taught in Nigeria andHumberside before joining the University ofPlymouth. She was Honorary Editor ofPrimary Geographer 1995-2005 and is nowretired.

Fran Martin is Senior Lecturer at ExeterUniversity where she specialises in EarlyYears, Geography and Global Education.Honorary Editor of Primary Geographer2005-2010, she will be GA President in2011.

Philip Maudsley is Deputy Headteacher atCoatham CE Primary School, Redcar andCleveland.

Jane Millward, is currently employed byOfsted as an HMI and was previously asenior officer for a local authority.

Angela Milner was formerly SeniorAssociate Dean in the Faculty of Educationat Edge Hill University.

Paula Owens is Curriculum DevelopmentLeader (Primary) for the GeographicalAssociation. Formerly a Deputy Head, herspecialisms are Early Years, Geography andESD.

Ruth Potts is a Geography/Historycoordinator (primary) and a member of theGA Early Years and Primary PhaseCommittee.

Steve Rawlinson is Principal Lecturer inGeography Education at NorthumbriaUniversity, Chair of the Primary GeographerEditorial Board, and a GeographyChampion.

Paula Richardson, former teacher, LA adviserand geography inspector, is an independentgeography adviser, Geography Champion,author and member of the GA PublicationsBoard and LOtC fieldwork group.

Kate Russell is Staffordshire’s Senior Adviserfor Geography. She is editor of theStaffordshire Learning Net for geography(www.sln.org.uk/geography) and a long-standing member of the GA ICT WorkingGroup.

Julia Tanner is Dean of the Faculty ofEducation at Leeds Trinity UniversityCollege. She has a particular interest in therole of emotions in learning.

Greg Walker, lately Senior EducationLecturer and Primary HumanitiesCoordinator at Roehampton University, hasparticular interests in children’sunderstanding of distant places andproducing primary geography resources.

Maureen Weldon, formerly an AdvisoryTeacher for Geography in Lincolnshire and aprimary headteacher in Peterborough, isChair of the GA Publications Board

Janie Whittle started her career as geographyco-ordinator at Edwalton Primary School,Nottingham, and she now teaches the IBPrimary Years Programme in Italy.

Mary Young is a freelance trainer and writeron global citizenship and a former EducationAdviser with Oxfam.

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Geography matters! The events that affect us as individuals do not occur in isolation,they happen in a context. Pick up a newspaper, watch the television news or listento people’s conversations and you will quickly discover how crucial places are toour lives. Understanding the world around us, making sense of the way it is inter-

related and considering how it might change in the future stand at the heart of geography.Tracing the word ‘geography’ back to its linguistic roots reveals two key aspects of the

subject: ‘geo’ means ‘earth’ and ‘graphia’ means ‘writing’. Of course geography as an academicdiscipline has developed dramatically since the term was first coined in the museum ofAlexandria around 300BC. However, geography’s role in describing and interpreting oursurroundings, both local and distant, is as valid today as it was over 2000 years ago.

Traditionally, there are two main branches of geography. Physical geography focuses on theearth’s surface and the processes that shape it, and covers topics including landscapes, rocks,oceans, climate and habitats. Human geography is the study of people and places. By exploringthemes such as settlement, population, transport, agriculture, trade and industry, geographersinvestigate the way we live our lives. They look for patterns and connections and try to identifyfuture trends. However, a focus of particular interest and concern now is the state of the naturalenvironment. Environmental issues, which are inextricably bound up with the relationshipbetween people and their surroundings, are central to geography.

Finding out about the world is not just a matter of being an objective observer, recording andanalysing phenomena. Modern thinking recognises that our experience and emotions colour

the way we respond toplaces and events. MichaelPalin (2008) hints at thiswhen he observes thatgeography is ‘a fusion of thepower of the imaginationand the hard truths ofscience’. Indeed there is asense in which, as weinvestigate the externalworld, we are alsoembarking on a journey ofself discovery. No wonder,then, that geography excitesso much interest andattention. As AndrewGoudie (DfEE/QCA, 1999)asks rhetorically, ‘Whatother subject tells us somuch about the great issuesof the age?’

Introduction

Photo | Paula Owens.

About the handbookThis book is about how to teach geography in primary schools. It hasbeen written by a volunteer team from around the country and bringstogether in a single volume their collected wisdom, which draws onwell over five hundred years of teaching experience! The book isdivided into five sections covering learning, skills, places, themes andcurriculum management. Some themes, such as fieldwork, enquiriesand progression, recur throughout: others, such as inspection andschools linking, are concentrated in just a few chapters. The navigatoropposite is intended to help you locate the material you need asquickly as possible. For more detailed searches use the index at the back.

This handbook is intended to inspire. There are chapters on topics asdiverse as emotional geography, creative thinking and globalcitizenship. Enthusiastic and motivated teachers are the best guaranteefor vivid and vibrant classroom practice. Geography has alwaysneeded ambassadors who will speak up and argue its case. This is asvital as ever at the moment when there are so many pressures oncurriculum time and such a strong focus on measurable achievements.

Since the previous edition of the Primary Geography Handbook(Scoffham, 2004) there have been many new educational initiatives.These include Every Child Matters, Community Cohesion, SustainableSchools, SEAL (Social and Emotional Aspects of Learning), the LearningOutside the Classroom Manifesto and the creative curriculum. Primarylanguages has emerged as a new subject and ICT has developedalmost beyond recognition. In making changes we have referred to keydocuments where appropriate. We have also incorporated the latestfindings from educational research, updated the photographs andlisted current websites.

Some of today’s pupils will still be alive at the end of the century. Wecan only guess at the challenges they will confront. What we can tryto ensure, however, is that their primary school education gives themthe understanding they need for the present and prepares them for afuture in which they will continue to learn and develop. Geographicalperspectives are an essential part of this foundation. We need to seethat children are proficient in basic skills such as communicatinginformation, way-finding and interpreting the environment. We have aduty to attend to their psychological and emotional well-being and tonurture the formation of positive attitudes to themselves, each otherand the environment. In addition we need to help pupils of all abilitiesand backgrounds – tomorrow’s adults – to play their part in a shrinkingworld. This book is designed to help you achieve these objectives andenable your pupils to live fulfilling lives.

Stephen Scoffham, July 2010

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Curriculum makingThe National Curriculum (DfE, 2013)outlines a minimum entitlement forprimary geography but also makes itclear that schools should go beyondthese basic requirements. In devisingyour own curriculum you may find ithelpful to take into account a range offactors such as:

• the geographical features of the schooland local area

• links that pupils and staff already have with other parts of the world

• existing units of work

• connections between geography and other subjects

• current local and global news events.

It is crucial that your plans areunderpinned by a clear vision forgeography and a definite understandingof how it will enrich your pupils’ lives.The geography Programme of Studyprovides a valuable steer: ‘A high-qualitygeography education should inspire inpupils a curiosity and fascination aboutthe world and its people that will remainwith them for the rest of their lives’ andstresses the importance of knowledge:‘Teaching should equip pupils withknowledge about diverse places,people, resources and natural andhuman environments, together with adeep understanding of the Earth’s keyphysical and human processes’ (DfE, 2013).

Discussing these statements in staffmeetings or planning sessions willclarify your ideas as you engage in theprocess of curriculum making.

Good practiceThe requirements for geographyteaching change from time to time as the curriculum is revised and newinitiatives emerge. This handbook offers the essential components of primaryschool geography, exemplified in goodpractice. The suggestions and ideasprovide a vibrant interpretation ofgeography that will stand the test of timeand endure changing circumstances.

For the latest information and guidanceon the curriculum, legislation andinitiatives visit the GA website:www.geography.org.uk/primaryhandbook/.

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ReferencesAlexander, R. (2010) Children, Their World, Their Education. London: Routledge.

DCSF (2009) Independent Review of the Primary Curriculum. Nottingham: DCSF.

DfE (2013) The National Curriculum in England: Framework document. London: DfE.

DfEE/QCA (1999) The National Curriculum: Handbook for primary teachers in England. London:DfEE/QCA.

Palin, M. (2008) ‘Geography action plan at Speaker’s House’, Mapping News, 33, pp. 4-5.

Chapter numberTheme 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

Assessment • • • • •Citizenship • • • • •Concepts • • • •Creativity • • • • •Cross curricular links • • • • • • •Differentiation • • •Distant places • • • • • • • •Enquiries • • • • • • • •Environment • • • •Europe • • •Fieldwork • • • • • • • • • •Futures • • • •Games/play • • •Good practice • • • • • • • •History • • •ICT • • • •Identity • • •Inclusion/SEN • • • • •CPD/INSET • • •Inspection • •Issues • • • • • • •Learning theory • • • • •Literacy/stories • • • • • •Local area • • • • • •Mapwork • • • • • •Misconceptions • • • • • • •Photographs • • • • • •Planning • • • • • • • • •Progression • • • • • • • • • •Questions • • • • • •Schools linking • • •Transition • • •Vocabulary • • • •

Theme and chapter navigator