ABSTRACT
Introduction HMI (1989) findings from the National Primary Survey stated that ‘in most schools there was a tendency for geography to lose its distinctive contribution and to become a vehicle for practising skills related to language and art’. It is perhaps worth quoting once again from this often quoted report because it helps to place your current work within a broader context. As a result of this survey the implementation of the National Curriculum meant that primary school pupils had an entitlement to clearly identifiable geography elements in their curriculum. Teachers were encouraged to ensure that clear geographical elements of work could be identified whether they were taught as a separate subject, or linked in some way to other curriculum areas.
