Help children to develop an understanding of the world around them and of
the variety of human and physical conditions on the Earth’s surface.
Help children to develop an informed concern about the quality of the
environment and enhance their sense of responsibility for the care of the Earth and its people.
Enable children to develop their geographical vocabulary, fieldwork and
Be met through the differentiation of tasks and materials. A small number of
pupils may need specialist equipment and/or additional help to access some aspects of this subject.
Link effectively with other curriculum areas and be made more real for the
children by the use of CD-ROMs, the internet and email.
Objectives The teaching of units of work should incorporate:
Asking questions and developing geographical enquiry skills
Development of geographical vocabulary
Analysis and drawing conclusions Use of a wide range of resources including maps, photographs, atlases, plans,
ICT, videos, the internet, satellite images, etc
Description of place and how it fits into the wider geographical context.
Investigations will cover: Two localities:
a) a locality in the United Kingdom b) a locality in a country that is less economically developed
c) water and its effects on landscapes and people, including the physical features
of rivers or coasts, and the processes of erosion and deposition that affect them
d) how settlements differ and change, including why they differ in size and
character, and an issue arising from changes in land use
e) an environmental issue, caused by change in an environment, and attempts to
In their study of localities and themes, pupils should:
a) study at a range of scales – local, regional, national b) study a range of places and environments in different parts of the world,
including the United Kingdom and the European Union
c) carry out fieldwork investigations outside the classroom.
Content of geography at Key Stage 2 Children should:
study places and themes at different scales from local to national in the United
Kingdom and overseas, and investigate how people and places are linked and how they relate to the wider world;
study how and why physical and human features are arranged as they are in a
place or environment, and how people are influenced by and affect environments;
develop language skills through talking about their work and presenting their
own ideas using sustained and systematic writing of different kinds;
use geographical language and draw maps and diagrams to communicate
read fiction and non-fiction, and extract information from sources such as
reference books, CD-ROMS, e-mails and the internet.
work with others, listen to each other's ideas, and treat them with respect; have opportunities to consider their own attitudes and values, and those of
develop respect for evidence and critically evaluate ideas which may or may
develop a respect for the environment and be encouraged to evaluate their own
Expectations By the end of Key Stage 2, most children will be able to:
explain the physical and human characteristics of places, and their similarities
know the location of key places in the United Kingdom, Europe and the world;
explain patterns of physical and human features;
recognise how selected physical and human processes cause changes in the
describe how people can affect the environment and explain the different
views held by people about environmental change;
undertake geographical investigations by asking and responding to questions
and using a range of geographical enquiry skills, resources and their own observations.
Histomorphometric Evaluation of Extraction Sockets and Deficient Alveolar Ridges Treated with Allograft and Barrier Membrane: A Pilot Study Hyman Smukler, BDS, DMD, HDD*/Luca Landi, DDS**/Reza Setayesh, DMD, DMSc*** The aim of the study was to determine the fate of demineralized freeze-dried bone allograft (DFDBA)used in conjunction with a barrier membrane in the management of extraction socket
9. LOS DERECHOS FUNDAMENTALES DE LA MUJER Promoción y protección de los derechos fundamentales de las mujeres autóctonas Orientaciones del gobierno • El gobierno se propone adaptar mejor la atención de la salud y los servicios sociales a la realidad cultural y geográfica de las diferentes comunidades autóctonas y de las poblaciones nórdicas. • Las personas más vul