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Curriculum key processes

Our assessment of how the tutorials support key learning processes outlined in the National Curriculum

The National Curriculum for Geography lists a series of key learning processes. In the table below we indicate how we feel the tutorials can contribute.

 

Key processECN tutorial contributions, suggestions and notes

2.1 Geographical enquiry

Pupils should be able to:

  1. ask geographical questions, thinking critically, constructively and creatively

  2. collect, record and display information

  3. identify bias, opinion and abuse of evidence in sources when investigating issues

  4. analyse and evaluate evidence, presenting findings to draw and justify conclusions

  5. find creative ways of using and applying geographical skills and understanding to create new interpretations of place and space

  6. plan geographical enquiries, suggesting appropriate sequences of investigation

  7. solve problems and make decisions to develop analytical skills and creative thinking about geographical issues.

  • Since the tutorials are not comprehensive, we expect some students will be keen to enquire further. For example, we do not cover how weather affects the land (e.g. erosion, the water cycle, etc.), living in different climates or solutions to address climate change such as renewable energies
  • We are aware that sources of information are not provided in the tutorials. This stems largely from the fact the tutorials were first developed in 1999 and drew upon internet pages which are often now non-existent. We recognise that students should question facts and be encouraged to undertake their own research, such as searching online or in reference books
  • We suggest there are many weather-related experiments that could be undertaken to follow-up tutorial content using relatively cheap equipment. It is worth searching the internet for ideas.

2.2 Fieldwork and out-of-class learning

Pupils should be able to:

  1. select and use fieldwork tools and techniques appropriately, safely and efficiently.

  • As above, the tutorials could form the starting point for outdoor fieldwork and simple experiments relating to weather. One possibility is to keep weather diaries using simple equipment such as thermometers and rain gauges. Digital weather stations can be purchased quite cheaply. You may also wish to consider joining the GLOBE programme and recording long-term data.

2.3 Graphicacy and visual literacy

Pupils should be able to:

  1. use atlases, globes, maps at a range of scales, photographs, satellite images and other geographical data

  2. construct maps and plans at a variety of scales, using graphical techniques to present evidence.

  • Our tutorials feature simple maps, photographs and online graphs. Pupils could be encouraged to find other maps and images, to draw their own maps, or to collect their own data and plot graphs
  • You may consider requesting ECN meteorological datasets upon which you could basis investigative activities.
    Find out how to request ECN core data...

2.4 Geographical communication

Pupils should be able to:

  1. communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing.

  • The tutorials could form the basis for a range of work in which students describe weather and climate. The tutorials explain the meaning of terms such as fronts, depressions and anticyclones, thus expanding pupils' vocabularies. There is potential for weather-related activities in other disciplines such as creative writing, art and music.

Source: National Curriculum website