ABSTRACT
We have stressed so far that much work in the primary school should be grounded in the locality, using large-scale maps to which children can most readily relate. However, throughout the primary years children will be aware of more geographically distant images (the nature of which were discussed in Chapter 2) and, especially towards the end of the primary phase, there is a strong case for including some content from more distant places. Apart from satisfying children’s natural curiosity about their world, an understanding of the modern world demands at least an introduction to some aspects of foreign countries before children enter the secondary school. Cognitive and affective aims are advanced by studying other places. Teachers are also likely to feel that some media generated images of foreign places need to be countered.
