Learning matters

Although the national curriculum programmes of study set out the required aims and a framework of content for school geography for five- to 14-year- olds, the choice of teaching strategies and learning activities remains a matter for teachers. You can decide how to develop the content and how to set up appropriate learning activities for your pupils. This is one of the exciting aspects of being a professional: the scope is there for you and your pupils to give a distinctive imprint to geography in your school.

One way to think about teaching and learning is to envisage a continuum of approaches, ranging from closely directed teacher exposition involving pupils in mainly reception learning at one end of the continuum, to the teacher offering advice and structure to encourage more open-ended and active learning situations at the other end.

Effective teaching is likely to include a balance from both ends of the continuum and, indeed, the description of geographical enquiry in the national curriculum promotes this kind of balance.

In reflecting on your own teaching and learning or in discussion with colleagues, it may be helpful to consider a number of questions.

For more guidance on teaching and learning approaches and practical examples choose one of the key stages from the menu.