This book supports trainee and beginning teachers to develop their knowledge and understanding and enable them to plan and teach outstanding geography lessons in primary schools.
This book supports trainee and beginning teachers to develop their knowledge and understanding and enable them to plan and teach outstanding geography lessons in primary schools.
This book outlines how good teaching of primary geography can extend children's world awareness and help them make connections between their environmental and geographical experiences. Chapters offer guidance on important learning and teaching issues as well as the use and creation of resources from the school environment to the global context. It covers all the key topics in primary geography including: understanding places physical and human geography environmental sustainability learning outside the classroom global issues citizenship and social justice. Summaries, classroom examples and practical and reflective tasks are included throughout to foster understanding and support the effective teaching of primary geography.
Arvustused
This is a sizeable tome that will make an excellent staffroom resource so all teachers can follow the guidance set out by the book. Sadly, geography is a subject that can be sidelined but it is important for children as geography shapes the world around us and is an essential part of everyday life - its also an absorbing subject which children enjoy for its relevance to themselves. This book emphasises and facilitates good teaching of primary geography to extend childrens world awareness and help them make connections between their own environmental and geographical experiences; the case studies are especially helpful for this. -- Sarah Brew
| About the authors |
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vii | |
| Acknowledgements |
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ix | |
| Introduction |
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x | |
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Part 1 Understanding Primary Geography |
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1 | (290) |
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1 Geography in primary schools |
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3 | (27) |
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2 Valuing geography: the importance and nature of geography |
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30 | (25) |
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3 Children's geographies: experience, awareness and understanding |
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55 | (48) |
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4 Understanding geographical enquiry |
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103 | (23) |
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5 Exploring places: key ideas in understanding places |
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126 | (22) |
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6 Understanding the environment: aspects of physical, human and environmental geography |
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148 | (47) |
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7 Exploring sustainability: environmental impact, sustainability and sustainable schools |
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195 | (24) |
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8 Geography and social justice: citizenship, equity and controversial issues |
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219 | (28) |
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9 Experiencing and visualising geography: fieldwork, photographs, artefacts and maps |
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247 | (44) |
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Part 2 Exploring Geography Teaching and Curriculum |
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291 | (218) |
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10 In the beginning: geographical learning in the early years |
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293 | (23) |
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11 Investigating the school and its grounds |
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316 | (23) |
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12 Exploring locally, regionally and nationally |
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339 | (39) |
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13 Exploring global dimensions and places elsewhere in the world |
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378 | (44) |
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14 Planning primary geography teaching |
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422 | (34) |
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15 Assessing geographical learning |
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456 | (28) |
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16 Developing learning in primary geography education |
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484 | (25) |
| Appendix 1 Examples of primary geography curriculum requirements and guidance internationally |
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509 | (5) |
| Appendix 2 Examples of geographically-informed children's picture story books |
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514 | (4) |
| References |
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518 | (47) |
| Index |
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565 | |
Simon Catling is Assistant Dean of the Westminster Institute of Education at Oxford Brookes University. He spent many years as a classroom teacher in primary schools in London before moving into teacher education, where he has worked with primary trainee teachers as geography tutor. His recent research has been in such areas as childrens understanding of geography, the state of primary geography and the provision of geography in primary teacher training courses. He has run many primary geography workshops and extended geography in-service courses. He has written widely on geography in primary education, including regularly in Primary Geographer. He is author of Placing Places and the Mapstart series Tessa Willy has been Associate Professor, School Director of Teacher Education at Kingston University, UK, since early 2018. She spent the first years of her career as both a primary school teacher in a variety of different settings across the UK and a secondary-school geography teacher in the UK as well as in Malawi. Moving into higher education, she worked as senior lecturer in primary geography at the University of Roehampton, UK, where she developed an outdoor environmental area with colleagues and students that has been used as a model in initial teacher education and continuing professional development for teachers. Tessas areas of particular interest are in issues around the ethics of geography, notably climate change, sustainability, social justice and global citizenship. Tessa is been a member of the Editorial Board of the Geographical Associations journal Primary Geography and has edited several issues
