Planning matters

Key stage 3

Effective planning of the geography curriculum influences the quality of what happens in the classroom. Given the wide range of considerations, planning a successful geography programme is demanding. It helps to look at the planning process at three levels:

• long-term planning
• medium-term planning
• short-term planning.

Long-term planning

A long-term plan establishes broad educational goals for geography's contribution across the key stage and beyond. In producing long-term plans, you need to think about:

• what contribution geography makes to the education of young people, and the broad areas of geographic knowledge and skill development that are essential by the end of key stage 3
• progression from key stage 2
• how places, themes and skills will be integrated in each geography unit
• how geography is linked to the wider curriculum and the key stage 3 strategy
• targets that could be set for pupils' achievements in key stage 3 geography and how these might be monitored.

Medium-term planning

Medium-term planning focuses on planning units of work in geography. A unit of work is a current document that provides a structure and summarises thinking about the work to be done. It also offers guidelines for more detailed lesson plans. When you are producing a unit of work for geography, you need to think about:

• what key questions need to be asked to enable pupils to engage with this area of subject matter and foster enquiry-based learning?
• what sequence of teaching and learning activities will maximise learning in geography and motivate pupils during the course?
• how does the scheme of work develop wider skills in literacy, numeracy, citizenship or ICT to ensure geography's contribution to the wider curriculum?
• how will the teaching and learning activities provide opportunities to assess pupils' achievements and progress in geography?
• is your scheme of work sufficiently flexible to respond to topical issues and events and adapt to pupils' needs?
• what resources and equipment are needed?
• does the scheme of work offer opportunities for fieldwork?
• is there a time allocation for the scheme of work?

Short-term planning

Short-term planning is about devising plans for an individual lesson or a series of lessons. When putting together such plans, you need to consider:

• does the lesson have a clear purpose with specific learning objectives?
• is the lesson planned in phases to incorporate a variety of teaching and learning styles?
• are the learning activities differentiated to cater for different pupils' needs?
• will the lesson develop wider skills in literacy, numeracy, citizenship or ICT?
• how will the room be organised, and what resources and equipment are needed?
• are there opportunities for a debrief to provide feedback to pupils and gauge levels of understanding?
• are there assessment opportunities?

For some practical examples of approaches to planning, choose from the menu.

Further examples of planning in geography at key stage 3 are currently being collected. If you have a good example, submit it for possible inclusion.

The QCA/DfES scheme of work provides further guidance on short-, medium- and long-term planning, while the Teacher’s guide for geography provides guidance on constructing a scheme of work.