ABSTRACT
There is little controversy surrounding the assertion that all primary school children should be introduced to map work and mapping skills. At the end of the primary phase children should be able to understand and apply ideas such as direction, location, scale and symbolism (Boardman, 1983). Although in the early years of primary education learning mapping skills will be rooted very firmly in the known, local environment, by the age of 11 children will have started making the transition to small-scale maps and from an atlas will be able to use the basic elements described above at continental and global scales.
