Introduction to 5-14 People and Place
Geography is essentially the study of environments and peoples and the interactions between the two. In 5-14 the study of geography appears as the People and Place component of the 5-14 Environmental Studies document. People and Place analyses the spatial relationships and processes of the planet and in a contemporary context involves the study of key issues of our time - global and environmental citizenship, and sustainability.
The document identifies strands in two skill areas: knowledge and understanding, and enquiry skills. The programme of study in these skill areas reflects the fundamental aspects of geography previously identified. The strands are 'Using Maps', 'The Physical Environment', 'The Human Environment' and 'Human and Physical Interactions', and as part of 'Enquiry skills in the Social Subjects' the key investigative skills of planning, implementing and reviewing are included.
Underpinning the entire social subjects programme is the principle of 'Developing Informed Attitudes' and this is an absolute prerequisite for the development of citizenship.
In each of the strands in both the knowledge and understanding and enquiry sections there is a developmental thread permitting a progression of content and skills. For example, in 'The Physical Environment', at Level A the main differences between the seasons can be studied, by Level D extremes of weather and their effects globally can be studied, and at Level F explanations of global patterns of weather along with their effects on economic activity can be studied.
Key issues for consideration in the delivery of People and Place:
- Courses should be collaboratively planned not only within schools but between primary schools and their associated secondary schools to ensure breadth, balance, continuity and progression built on pupils' prior experience.
- Consistent approaches to assessment should be agreed between clusters - this should be assisted by the 'Gathering and Interpreting Evidence: Social Subjects' (Learning and Teaching Scotland, 2003) material which should be in all schools and departments.
- Courses must provide adequate opportunities for the practice of geographical methods and techniques (Enquiry Skills) and the use of ICT.
- Courses must have a progression from the familiar (local environments) to Scottish, UK, European and global contexts and must include opportunities for the study of global and environmental citizenship, sustainability and issues related to development.
- Assessment should be used not only to confirm levels of attainment but also to inform the next steps in learning.
- Careful consideration should be given to matching tasks to pupil abilities and to the pace of lessons.