ABSTRACT
In this chapter we will look first at the new Order then investigate the changes and implications with a view to forming a sound base for revising school geography planning.
There have been improvements to the quality of geographical education since the introduction of the National Curriculum’s requirement for its inclusion across the primary age range (Lloyd, 1994). This chapter aims to see how this progress can be sustained and enhanced. It examines the Order from a practical perspective. The Order, and in particular the changes to the Order, will need to be considered by all primary schools if they are to continue developing an effective geographical understanding in their pupils while recognizing the new requirements and time constraints. Geography offers exciting possibilities for active learning, enquiry-based approaches, and achievement for all children. The challenge for all of us, as we revise our plans, is to ensure that we provide geographical experiences which will prepare children to become informed citizens of the future.
