ABSTRACT
This chapter attempts to draw together some of the threads presented in the previous pages and begins to move towards ways in which geographical work in the primary school might be structured. We have already stressed (in Chapter 2) that curriculum development includes the selection of content, a choice of learning strategies and the teacher’s evaluation. The kinds of skills, resources, topics and approaches to map work, local study and the consideration of more distant places was contained in subsequent chapters. It is now time to consider how content should be structured in terms of progression and ask what skills and what facts are appropriate for young children to have learnt at different stages during the primary phase.
