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ICT in Geography Key Stages 1 & 2
The use of ICT can enhance the teaching and learning of geography. ICT can help pupils to:
enhance their skills of geographical enquiry
gain access to a wide range of geographical knowledge and information sources
deepen their understanding of environmental and spatial relationships
experience alternative images of people, place and environment
consider the wider impact of ICT on people, place and environment
The revised National Curriculum has strengthened the role of ICT in Geography BECTa (http://curriculum.becta.org.uk)
Geography Key Stage 1
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PoS |
Knowledge, Skills and understanding |
ICT Opportunity |
Curriculum Requirement |
Notes |
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2c |
Geographical enquiry and skills |
Opportunity |
In developing geographical skills, pupils should be taught to: use globes, maps and plans at a range of scales [for example, following a route on a map] |
Pupils could use a programmable toy [e.g. a Roamer] to develop instructions for following a route. Make a simple plan of a place in a story e.g. Rosies Walk, or draw a map of your local area and develop instructions for it to follow. Plan the journey to the heads office and write instructions for the Roamer to follow
Use the Internet to obtain a local map of the area, pan in and out using the appropriate tools e.g. Multimap |
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2d |
Geographical enquiry and skills |
Opportunity
This requirement builds on ICT/1a |
In developing geographical skills, pupils should be taught to: use secondary sources of information [for example CD-ROMs, pictures, photographs, stories, information texts, videos, and artefacts] |
Pupils can use CD ROMs, the Internet, data files, videos, etc. Use the suggested resources to develop the topic they are studying e.g. take digital pictures of the local environment or view from our window, use CD ROMs to compare localities. Use photos gathered from the Internet to develop their understanding of area of study e.g. Island of Struay |
ICT in Geography KS 1 & 2 Page 1 of 4 ICT & Geography PoS Knowledge, Skills and understanding ICT Opportunity Curriculum Requirement Notes
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4a |
Geographical enquiry and skills |
Opportunity |
Pupils should be taught to: make observations about where things are located [for example, a pedestrian crossing near school gates] and about other features in the environment [for example, seasonal changes in weather] |
Pupils could use a digital camera to record places, people and events observed outside the classroom |
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6b |
Breadth of Study |
Opportunity |
During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities: a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school |
Pupils could use CD-ROMs or the Internet to investigate a contrasting locality. Use e-mail to communicate with children elsewhere in the UK or wider world |
ICT in Geography KS 1 & 2 Page 2 of 4 ICT & Geography
Geography Key Stage 2
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PoS |
Knowledge, Skills and Understanding |
ICT Opportunity |
Curriculum Requirement |
Notes |
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1e |
Geographical enquiry and skills |
Opportunity
This requirement builds on ICT/3a, b |
In undertaking geographical enquiry, pupils should be taught to communicate in ways appropriate to the task and audience [e.g. by writing to a newspaper about a local issue, using e-mail to exchange information about the locality with another school] |
Pupils can use ICT to communicate the results of their enquiries using word processing, desktop publishing, e-mail and/or presentational software [i.e. PowerPoint]
Use video to record a report on should our high street be closed? Write letters or design posters advertising the controversial environmental issue and inviting people to attend a meeting. Prepare questionnaires to ascertain peoples views on topical issues. Pupils could e-mail partners to exchange or collect information about their environment. Use multimedia presentations to share the contrasting UK locality findings. Use the Internet to find out about charities working in India e.g. Global Eye |
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2d |
Geographical enquiry and skills |
Opportunity |
In developing geographical skills, pupils should be taught to use secondary sources of information, including aerial photographs, [e.g. stories, information texts, the Internet, satellite images, photographs, videos) |
Pupils could use a database to sort, question and present information about different countries. They could also use CD ROMs, the Internet and other media sources. They could use maps, plans or aerial photos available on the Internet to assist their study of a contrasting locality or Global Eye project |
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2f |
Geographical enquiry and skills |
Statutory
This requirement builds on ICT/1b, c |
In developing geographical skills, pupils should be taught: to use ICT to help in geographical investigations [e.g. creating a data file to analyse fieldwork data] |
Pupils can use data handling and/or a spreadsheet to record and analyse fieldwork data. Design a questionnaire to find out peoples use of spare time. Create a data file and use it to answer questions about how and where they spend their time and use it to answer questions about leisure activities. Prepare a report of their findings
Use the Internet to find out places in Passport to the World |
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3d, 3f |
Knowledge and understanding of places |
Opportunity |
Pupils should be taught: to explain why places are like they are [for example, in terms of weather conditions, local resources, historical development]; to describe and explain how and why places are similar to and different from other |
Pupils could use the Internet to access comparative weather and other information about different locations |
ICT in Geography KS 1 & 2 Page 3 of 4 ICT & Geography ICT in Geography KS 1 & 2 Page 4 of 4
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places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country] |
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6d |
Breadth of Study |
Opportunity |
During the key stage, pupils should be taught: how settlements differ and change, including why they differ in size and character [for example, commuter village, seaside town], and an issue arising from changes in land use [for example, the building of new housing or a leisure complex] |
Pupils could use e-mail to exchange information about features of settlements with another school |
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