Geography at key stage 3

The 'use of language across the curriculum' requirement in the national curriculum for 2000 states that:

1. Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learnt, pupils should be taught to recognise and use standard English.

Writing

2. In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

3. In speaking, pupils should be taught to use language precisely and cogently.

Listening

4. Pupils should be taught to listen to others, and respond and build on their ideas and views constructively.

Reading

5. In reading, pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.
6. Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraphs and texts that are often used in a subject (for example, language to express causality, chronology, logic, exploration, hypothesis, comparison, and how to ask questions and develop an argument).

This requirement encourages pupils to use language, both spoken and written, to think, learn, express their ideas and use information and evidence to support their analysis, ideas and views. Pupils also need to be able to read texts with understanding, evaluating their usefulness and reliability.

The underlying messages of the requirement are that:

• enhancing pupils' language skills enhances their subject learning;
• using subject-specific vocabulary and patterns of language contributes to developing pupils' language skills;
• all teaching contributes to pupils' development of language since speaking, listening, reading and writing are, to varying degrees, integral to all lessons.

Pupils are likely to be more successful if there are consistent approaches to speaking, listening, reading and writing across the curriculum that build on the work of primary teachers who have been implementing the National Literacy Strategy: Framework for teaching. Coordinated whole-school policies should promote effective and coherent approaches to the teaching and learning of language. To assist schools in this process, QCA/ DfES have developed a set of expectations in language and learning for each of years 7, 8 and 9. These language objectives have been built into the schemes of work for all subjects. They are highlighted in 'Language for learning' in each unit, along with specialist vocabulary, and integrated into the work in each unit.

Reading, writing, listening and speaking are essential to the process of finding out about and communicating an understanding of geography. Although the key goal of geography lessons should be to develop pupils' geographical knowledge, skills and understanding, lessons can also provide valuable opportunities to reinforce pupils' language skills and for pupils to practise using their literacy skills in a different context.

With careful planning, activities completed in geography can provide opportunities for pupils to develop and apply their skills and understanding of literacy. The 'use of language across the curriculum' statement requires that three areas of language should be included in all subject teaching:

• general accuracy in using language - spoken, written and read;
• technical terms and concepts that are specific to the subject;
• patterns of language, especially forms of sentences and whole texts, associated with geography.

In geography lessons, teachers should expect pupils' use of language to be similar to the literacy skills they use elsewhere in the curriculum. An example, drawn from unit 18 'The global fashion industry', is provided in the table below.

Activity	Geography focus	Literacy focus
Pupils consider how globalisation may affect people at a local level, and what happens if the economic chain is broken Unit 18 'The global fashion industry'	identify effects of globalisation on factory workers explore the impact of a break in the chain on individuals and the industry	write using a report genre or devise a radio report and tape in groups of two or three

Specific language skills encouraged

The development of new vocabulary progressing in range and complexity as pupils encounter an increasing variety of physical, human and environmental features and processes. Stories, poems, information, books and dictionaries are important sources of words and ideas for all groups.

Examples of connections to literacy

• use a growing vocabulary, varying the vocabulary and level of detail and with increasing precision and aptness
• use a variety of strategies to identify unfamiliar words
• communicate meaning using appropriate vocabulary
• spell polysyllabic words and use words precisely

Examples of connections to geography programme of study

• communicate in appropriate ways (1f)
• describe physical and human features (3c)
• describe patterns of physical or human features (4a)
• identify physical and human processes (4b)
• describe environmental change (5a)

Specific language skills encouraged

The understanding and use of prepositions of place (in, beside, behind, etc) in describing relative location, progressing to the specialised vocabulary of absolute location (eg grid reference, latitude, northing).

Examples of connections to literacy

• use terms that describe location with increasing precision
• use number in language

Examples of connections to geography programme of study

• the location of places and environments studied (3a)
• the national, international and global context of places studied (3b)
• use atlases, globes and maps at a variety of scales (2c)
• at a variety of scale and range of study (7a)

Specific language skills encouraged

The development of descriptive language from visual, auditory and tactile stimuli, progressing via increasing clarity and attention to detail and appropriateness of the words used and through the ability to operate at an increasing range of scales.

Examples of connections to literacy

• describe events, places, processes, making connections between them
• talk and listen in an increasing range of contexts using words chosen for variety and interest
• show adaptation of style to different forms of writing
• read non- fiction texts fluently, accurately and independently, select and synthesise and analyse from a variety of sources

Examples of connections to geography programme of study

• ask geographical questions (1a)
• collect, record and present evidence (1c)
• analyse and evaluate evidence (1d)
• describe physical and human features (3c)
• describe patterns (4a)
• describe environmental changes (5a)
• differences between weather and climate (6di)
• characteristics of one major vegetation type (6ei)

Specific language skills encouraged

The skills of sequencing an explanation or hypothesis; effective weighing and ordering of ideas so as to enhance meaning. The language of tentative reasoning in offering alternative explanations. The need to draw on an increasingly wide range of geographical factors in framing ideas demands sophisticated drafting and editing skills.

Examples of connections to literacy

• language of causality/reason, eg because, therefore, in the light of, thus, however
• develop, explain, explore and communicate ideas
• read increasingly complex non-fiction texts, selecting essential points and using inference and deduction
• listen perceptively and be sensitive to the development of discussion, conveying meaning clearly and sustaining interest in precise non-fiction writing with clear points of view
• show critical responses and select and analyse information

Examples of connections to geography programme of study

• analyse and evaluate evidence and draw conclusions (1d)
• communicate in appropriate ways (1f)
• explain physical and human features (3c)
• explain changes (3d)
• explain how places are interdependent (3e)
• explain physical and human processes (4b)
• causes and effects of a hazard (6cii)
• components and links in the water cycle (6dii)
• causes and effects of population change (6fii)
• how and why economic activity changes (6hiii)
• how conflicting demands on an environment arise (6ji)

Specific language skills encouraged

Tentative language is useful in speculating, predicting and hypothesising about places and processes of change. This may include expressions of uncertainty, hope, anxiety, delight, anger, relief and persuasive language, eg in relation to environment issues. Orally through debate, drama and role play are highlighted here.

Examples of connections to literacy

• similar skills to those above but with the emphasis on prediction and hypothesis
• selection of information to support or justify views and articulate personal responses
• argue a viewpoint using evidence, combat others' arguments
• use language to explore, hypothesise, be tentative, eg perhaps, if ... then, it is possible that, etc.

Examples of connections to geography programme of study

• ask geographical questions (1a)
• communicating and exchanging views in variety of ways (2f)
• decision making (2g)
• explore the idea of global citizenship (3e)
• explore the idea of sustainable development (5b)
• study issues of topical significance (7d)
• interrelationships between population and resources (6fii)
• effects of economic changes (6hiii)
• effects of environmental planning (6jiii)
• effects on the environment of use of a resource (6kii)

Specific language skills encouraged

Expressive language has a strong role in any aspect of geography that involves aesthetic responses to places, eg landscape appreciation, conservation. It may invoke expressive prose, poetry or oral responses.

Examples of connections to literacy

• progression in all areas from using language to expressing simple likes and dislikes to the use of an increasing range of expressive language for effect and carefully selected language to articulate, support and justify personal views and advocate the views of others.

Examples of connections to geography programme of study

• appreciate people's values and attitudes (1e)
• communicate in appropriate ways (1f)
• communicating and exchanging ideas (2f)
• decision making (1g)
• explore sustainable development (5b)
• explore global citizenship (3e)
• human responses to hazard (6cii)
• factors which influence development (6iiii)
• how conflicting demands on an environment arise (6ji)
• resource planning and management (6kiii)

NB The list above provides examples. It is not exhaustive.

Being numerate is a product of success in learning mathematics and pupils' numeracy will benefit from the opportunity to apply their mathematics in geography. Many units give scope to develop mathematical skills, with pupils working with numerical data that relates to real situations. Often pupils will have collected the data themselves. The use of number can also add precision to geographical evidence.

Opportunities occur particularly, but not only, when pupils undertake fieldwork, through:

• collecting data, eg amount of rainfall, proportion of cloud cover, temperature;
• recording data, eg using tally sheets or charts to record scores or measurements;
• presenting data, eg producing tables, block and line graphs, pie diagrams, scatter graphs, flow diagrams;
• interpreting data, eg comparing patterns, simple correlations, drawing conclusions.

Mathematical skills are also developed throughout geographical work in relation to maps - coordinates, grid references, distance and scale.

An example of the links that can be made between geography and numeracy is given below, drawn from unit 7 'Rivers - a fieldwork approach'.

Activity	Geography focus	Mathematical focus
Pupils use data collected in the field to draw cross-sections and produce summary tables, graphs and charts to illustrate and explain physical processes Unit 7 'Rivers - a fieldwork approach'	present evidence using numerical data use maps, diagrams and charts describe and explain physical processes	collect data from observations and datalogging process data, eg calculate averages or convert fractions to percentages present data in tables, charts or graphs and make sense of it

The mathematical demands made of pupils in geography lessons should be commensurate with their achievements elsewhere in the curriculum.

Below is a list of some of the possible links to mathematics that can be made through some of the units.

Unit 1 'Making connections'

Pupils:

• use a 1:50,000 OS map to investigate the locality of their new school, eg they use map skills to apply 4- and 6-figure grid references to plan routes, using scale to measure distance and compass points to measure direction;
• conduct a class survey of links between the school area and other places, eg they collect, process, present and interpret numerical data in order to draw conclusions.

Unit 3 'People everywhere'

Pupils:

• study changes in population in their own locality and in the world over an extended period of time, eg they compare local and global population figures now and in the past, and in each case they calculate growth rates over time. They meet and use the terms 'birth rate', 'death rate' and 'natural increase';
• compare the population structures of MEDC and LEDC countries, eg they draw population pyramids of contrasting countries, and compare the pattern by measuring the differences between them;
• use atlas maps to identify the global distribution of dense and sparse populations and seek to explain the pattern, eg they apply their understanding of shape, space and measures in order to interpret patterns on a map.

Unit 6 'World sport'

Pupils:

• look for a relationship between national prosperity and successful national sport teams, eg they rank countries by GDP and also by success in cup tournaments, before making numerical comparisons (and simple correlations);
• plan journeys to away matches, eg they use atlases, timetables and other sources to measure distances, distinguishing between actual distance, time distance and cost distance. They make simple topological maps.

Unit 7 'Rivers - a fieldwork approach'

Pupils:

• collect data in the field to measure changes downstream in a given stretch of river, eg they decide what data to collect and choose and use appropriate equipment to collect it, working to an agreed level of accuracy;
• present and interpret the data in the classroom, eg make calculations to display and make sense of numerical data, using cross-sections and graphs and charts to illustrate changes.

Unit 11 'Investigating Brazil'

Pupils:

• describe the location of Brazil on a world map, eg they identify the longitude and latitude lines that border Brazil, calculate the distances between the UK and Brazil's major cities, and use pages in the atlas to calculate the time zones of Brazil;
• consider the extent to which Brazil may be considered developed, eg they use a range of development indicators to measure inequalities of development within Brazil and between Brazil and other selected countries (by ranking and comparing the data);
• consider how human activities have shaped the country over time, eg they construct population pyramids from which to elicit population trends and make projections, flow maps to illustrate migration trends, and divided bar charts to show employment structure.

Unit 15 'Crime and the local community'

Pupils:

• estimate the likelihood of crime in areas within their locality, eg they discuss and rate local areas in terms of their likelihood of crime, and compare their own estimates with per 100,000 statistics;
• map the distribution of crime in the local community, eg using UK crime data they calculate crime rates for their area and plot this data on a base map using dot distribution or choropleth techniques.

Unit 16 'What is development? '

• Pupils investigate differences in development at global, national and local scales, eg pupils work in groups using a selection of development indicators to draw scattergraphs, make simple correlations and construct choropleth maps. They then describe what the maps show and offer explanations.

Unit 17 'The changing economic geography of France'

• Pupils: describe the economic structure of France, eg pupils are provided with an array of statistics relating to the French economy. They select, justify and use appropriate and varied graphs and diagrams to present this information and say what it means;
• investigate economic change at a regional level, eg they draw choropleth maps to show economic change at the regional level, using data relating to growth and decline of economic sectors.

Unit 19 'Tourism - good or bad? '

• Pupils consider the importance of tourism to selected countries at different stages of development, eg pupils are given statistics about the contribution of tourism to selected economies. They present this information using appropriate maps, graphs and diagrams, and then describe and suggest explanations for what they show.

The use of ICT can enhance learning in geography by:

• providing a range of information sources to enhance geographical understanding;
• supporting the development of a body of geographical knowledge;
• providing images of people, places and environments;
• enabling pupils to communicate and exchange information with people in other places;
• contributing to pupils' awareness of the impact of information systems (eg GIS) on the changing world.

Work in geography can contribute substantially to the development of a range of ICT capabilities, particularly in the areas of data handling, use of communication technologies and information sources and modelling.

The use of ICT applications needs to be planned into the programme in a sequenced and coherent way. The example below shows the links that can be made between geography and ICT through unit 21 'Virtual volcanoes and internet earthquakes'.

Activity	Geography focus	ICT focus
Pupils investigate Stromboli using a website Unit 21 'Virtual volcanoes and internet earthquakes'	know and understand about plate tectonics, earthquakes and volcanoes make notes and draw annotated sketchmaps present locational information on maps	carry out virtual field trip to Stromboli download and save useful images design web pages navigate virtual field-trip stations

Opportunities to use the internet are highlighted in 'Resources' and 'Points to note' in the units. Teachers will need to check the content of websites used by pupils to make sure it is appropriate. Teachers may want to bookmark sites in advance. Web addresses listed were correct at the time of publication, although teachers need to be aware that web addresses and site content can change.

These are some of the possible links to ICT that can be made through some of the units.

Unit 1 'Making connections'

Pupils:

• take and annotate photographs of their local area, deciding how to represent it for a specific purpose, eg they use a digital camera from which to create images to manipulate for communication;
• when undertaking a survey on connections and links, collate and record their data before presentation and analysis, eg they use a database to process the information.

Unit 3 'People everywhere'

• Pupils investigate the world's population, and predict what it will be in 50 years' time, eg they use a graphics package to draw graphs and population pyramids, and a prediction model package to project data forward.

Unit 7 'Rivers - a fieldwork approach'

• Pupils collect information in the field from their measurements of river volume and speed, valley gradient and profiles, eg they use a palmtop computer to prepare, process and present the information collected, and desktop publishing to display it.

Unit 9 'Shopping - past, present and future'

• Pupils study changing patterns in the provision of goods and services, eg they consider the effects of technological innovation, such as the development of internet shopping.

Unit 10 'Weather patterns over Europe'

• Pupils study climate graphs of different European locations, eg they use spreadsheets to compare climate data across Europe.

Unit 11 'Investigating Brazil'

Pupils:

• work in groups to research aspects of the geography of Brazil, eg they use selected CD-ROM, internet, video and other sources in their investigations;
• use development indicators to compare Brazil with other countries, eg they use a GIS package to map distribution of variations in quality of life at various scales, and CD-ROM to access development statistics.

Unit 15 'Crime and the local community'

Pupils:

• investigate regional crime trends in the UK, eg they use an appropriate package to extract relevant data;
• then access internet sites to obtain information about crime risks elsewhere, eg this enables them to obtain comparisons between the UK and the USA.

Unit 16 'What is development? '

• Pupils investigate variations in the quality of life at national, European and world scale, eg they use a GIS package to map the distribution of variations. They then describe and explain the patterns.

Unit 18 'The global fashion industry'

• Pupils plot a graph to show comparison between the top 10 transnational corporations and the gross domestic product of selected countries, eg they research and obtain this information via the internet .

Unit 20 'Comparing countries'

• Pupils research another country to compare with their own, eg they use an internet search engine to obtain information, and e-mail or fax to link with pupils in the other country.

Unit 21 'Virtual volcanoes and internet earthquakes'

Pupils:

• carry out a virtual field trip to Stromboli, eg pupils are given weblinks in a word- processing document and use them to respond to enquiry questions;
• find out about the world's most recent earthquakes, eg they research data from websites using a spreadsheet for analysis.

Unit 22 'Mining on the internet'

• Pupils use the internet to search sites and insert information about changes in the mining industry, eg they share useful responses and use these to compare changes in two contrasting mining communities.

The scheme of work provides a foundation for the common areas of learning defined as key skills, namely:

• communication;
• application of number;
• information technology;
• working with others;
• improving own learning and performance;
• problem solving.

Some units, eg unit 7 'Rivers - a fieldwork approach', point to such links between geography activities and key skills. In other units, references to key skills have been confined to opportunities for problem solving, the plan-do-review cycle and working collaboratively, as links with communication, number and IT are covered by links with literacy, mathematics and ICT.

These are some of the possible links to key skills that can be made through some of the units

			table 2
Information technology IT1.1/ IT1.2	Links with IT where pupils find, explore and develop information, presenting it for a purpose (including text/images/numbers)	1, 2, 3, 6, 8, 9, 15, 17, 20, 22, 23, 24
Communication 1.1	Links with discussion where pupils provide relevant information, speak clearly to suit the situation, listen and respond (one-to-one/group)	2, 4, 5, 6, 7, 8, 9, 11, 14, 17, 18, 23
Communication 1.2	Links with reading where pupils read relevant material, identify accurately the main points and ideas, and use the information to suit the purpose (including image)	4, 7, 8, 12, 15, 16, 19, 20, 24
Communication 1.3	Links with writing where pupils present relevant information to suit the purpose, legibly and with correct spelling, punctuation and grammar so the meaning is clear (including image)	1, 2, 3, 5, 7, 8, 9, 10, 11, 13, 14, 16, 17, 18, 19, 20, 22, 23, 24
Application of number 1.1	Links where pupils obtain information needed to meet the task and identify suitable calculations to get results needed (including from a table, chart, diagram or line graph)	1, 3, 5 , 6, 7, 8, 10, 11, 14, 15, 16, 17, 21, 22
Application of number 1.2	Links where pupils carry out calculations to levels of accuracy, checking results make sense	1, 3, 6, 7, 8, 11, 14, 15, 16, 17, 21
Application of number 1.3	Links where pupils choose suitable ways to present findings, presenting them clearly and describing how the results meet the task's purpose (including a chart/diagram)	1, 3 , 6, 7, 8, 11, 14, 15, 16, 17, 19, 21
Problem solving 1.1/1.2/1.3	Links where pupils are given a problem and options for a solution and have to confirm their understanding of the problem, identify ways to solve it, plan and implement the chosen solution and review their approach	4, 5 , 6, 7, 13, 14 , 17, 18
Improving own learning & peformance 1.1/1.2/1.3	Links where pupils use the plan-do-review cycle, checking their understanding of objectives, identifying what needs to be done, their own responsibilities for working, carrying out tasks and reviewing how things could be improved	2, 17
Working with others 1.1/1.2/1.3	Links where pupils work on a one-to-one or group basis and plan with others what needs to be done, confirm their understanding of the objectives, their responsibilities and working arrangements, carry out tasks and review progress	2, 3, 7, 10, 11, 12 , 13, 18, 19, 21 , 22, 23, 24

By using thinking skills pupils can focus on 'knowing how' as well as 'knowing what' - learning how to learn. The following thinking skills complement the key skills and are embedded in the geography programme of order; some examples of where possible teaching activities help the development of these skills are given below.

Information-processing skills

These enable pupils to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships, eg units 5, 11, 17 and 20.

Reasoning skills

These enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reasons or evidence, eg units 10, 13 and 14.

Enquiry skills

These enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas - integral to many units.

Creative- thinking skills

These enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes, eg units 4, 5, 14, 19 and 23.

Evaluation skills

These enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others' work or ideas, and to have confidence in their judgements, eg units 4, 7 and 17.

Activities to develop, practise and consolidate these skills involve working in different ways, including:

• teacher reflection on, and modelling of, thinking skills;
• problem solving in pairs;
• cooperative learning;
• group discussion.

Examples are provided in the units, eg modelling of thinking skills (eg unit 4), problem solving in pairs or groups (eg units 5 and 13), cooperative learning and group discussion (eg units 12, 13, 15, 18 and 21).

The national curriculum requirements for citizenship became statutory in September 2002. Schools will need to consider how the citizenship programme of study should be taught. This scheme does not provide a model for an approach to citizenship, but does suggest where links between geography and citizenship might be made.

Many of the units explicitly address citizenship objectives. For example unit 15 'Crime and the local community' identifies the opportunities for young people to take an intelligent and active interest in the wellbeing of their local community, while unit 23 'Local actions, global effects' is concerned with the development of global awareness and environmental responsibility. Other units include a citizenship dimension more implicitly. They develop pupils' knowledge and understanding of their interdependence with other people and places and extend their understanding of their place in the community (family, school, local and global community), as an integral part of the geographical work, eg unit 1 'Making connections', unit 5 'Exploring England', unit 16 'What is development?' and unit 18 'The global fashion industry'. Details of opportunities where links can be made are given in the 'Points to note' in the individual units.

Unit 1 'Making connections'

• Pupils share their experiences of geography at key stage 2, eg they contribute to group and class exploratory discussion.
• Pupils investigate the ways in which a local church is connected to the wider world through its religion, architecture and other characteristics, eg they explore the diversity of national and religious identities within the UK.
• Class migration survey is carried out to find out where pupils were born (local, regional, national, international), eg pupils find out about their class's diversity of national, regional, religious and ethnic identities (and the need for mutual respect and understanding).
• Pupils conduct a survey of which television programmes they watch, eg they reflect on the importance to themselves (and the significance of this form of media in society).

Unit 3 'People everywhere'

• Pupils visit either a greenfield or brownfield site, and consider housing options from the point of view of different people, eg they think about a topical social issue by analysing information and its sources; to think about, express and explain views that are not their own.
• Pupils, through role play, explore different views about a recent change in land use, eg they use their imagination and think about, express and explain views that are not their own.

Unit 5 'Exploring England'

• Pupils use maps to identify the constituent parts of the British Isles and sort out the relationships between political and administrative divisions, eg they learn about the diversity of national, regional, religious and ethnic identities within the British Isles and clarify the distinction between central and local government.
• Pupils investigate the regional coverage of utility companies and television channels and the local coverage of newspapers, telephone directory, Yellow pages, eg learn about public (central government) and private services.
• Pupils learn about the spatial spread of some of the invasions, settlements and conquests in England's past, eg they use place names on maps and other data to find out about the diversity of national, regional, religious and ethnic identities in England.

Unit 8 'Coastal environments'

• Pupils study the causes and consequences of a cliff collapse before planning advice for the local council with respect to controlling the hazard or preventing its recurrence, eg they learn about the roles and responsibilities of central and local government and the services they offer and how they are financed.
• Pupils undertake role play and decision-making exercise on coastal protection. Some take the role of reporters from different branches of the media, eg they clarify the roles and responsibilities of central and local government, and the significance of media in society.

Unit 11 'Investigating Brazil'

• After studying the materials, pupils consider various roles (trans-national companies (TNCs), World Bank, environmentalists, government, neighbouring countries) to develop ideas about ways to reduce inequalities in the use of the rainforest, eg they develop skills of participation and learn to negotiate; they understand the importance of resolving conflict fairly.

Unit 14 'Can the earth cope? Ecosystems, population and resources'

• Pupils study resource issues on a global scale, and identify which ones already impact on their lives, and which might affect them or their children in the future. They consider possible and preferred future outcomes, eg they are confronted with the idea of the world as a global community and the political, economic, environmental and social implications of this.

Unit 16 'What is development? '

• When considering different levels of development within a country, pupils consider the question 'How does my life compare with the young people who live in this area? ', eg use their imagination to consider other people's experiences.
• Pupils use a collection of aid agency campaign posters to generate questions about the different viewpoints and strategies associated with overseas aid, eg they learn about the work of international voluntary agencies in the context of the world as a global community and the role of the European Union, the Commonwealth and the United Nations.

Unit 18 'The global fashion industry'

• Pupils play a world trade game to develop ideas about global market instability and inequality between trading partners relating to sustainability, eg they learn about the world as a global community and the political, economic, environmental and social implications of this.
• In a class discussion, pupils identify the winners and losers in the globalisation process. They brainstorm ideas about the future of trading and how equalities can be reduced, eg they think about topical political, spiritual, moral and social issues at a global scale - and justify orally and in writing a personal opinion about such issues, problems or events.

Unit 21 'Virtual volcanoes and internet earthquakes' and unit 2 'The restless earth - earthquakes and volcanoes'

• Pupils investigate the role of aid agencies in a recent earthquake disaster, eg they learn about the work of national and international voluntary groups (aid agencies) who raise funds, provide support and respond to international emergencies.

The units illustrate opportunities to develop education for sustainable development. For example, unit 14 'Can the earth cope? Ecosystems, population and resources' investigates the link between population and resources, unit 19 'Tourism - good or bad? ' focuses on the particular issue of the impact of tourism on society and environment and unit 13 'Limestone landscapes of England' explores the particularly distinctive landscape and environment of the massive limestone areas of England. Units that focus on countries, eg unit 11 on Brazil, unit 12 on images of a country and unit 17 on France, also draw out environmental issues as being inextricably linked with the social and economic development of these places. In addition, unit 23 'Local actions, global effects' summarises some of these interlocking networks of responsibility in the context of environmental issues. There are, also, a number of opportunities to make links with Local Agenda 21, particularly where planning issues are considered, eg unit 3 'People everywhere', unit 6 'World sport' and unit 9 'Shopping - past, present and future'.

Many of the units deal implicitly with the issue of social responsibility. Unit 23 'Local actions, global effects' shows how geographical work can encourage the development of social responsibility through the investigation of issues. Units 14, 15, 16 and 18 also deal with social responsibility in different ways.

Through geography there is also the potential to explore the relationship between health and other aspects of human activity and the environment. Such matters are developed in unit 4 'Flood disaster - how do people cope? ' and unit 16 'What is development? '

Opportunities to reflect on the moral, cultural and social dimensions, and for all pupils to consider their own views and opinions about them, occur when pupils study real communities in different countries. In the units, pupils are introduced to Britain's cultural diversity in unit 1 'Making connections', issues about life in Brazil in unit 11 'Investigating Brazil', about the social and economic impacts of tourism in unit 19 'Tourism - good or bad? ' and about the wider impacts of the world sport industries in unit 6 'World sport'.

Geography also provides possibilities for pupils to reflect and respond emotionally and sometimes spiritually to the physical landscapes and human technological achievements they encounter, eg in unit 2 'The restless earth - earthquakes and volcanoes', unit 4 'Flood disaster - how do people cope?', unit 7 'Rivers - a fieldwork approach', unit 8 'Coastal environments', unit 13 'Limestone landscapes of England' and unit 21 'Virtual volcanoes and internet earthquakes'. They could also do this through the study of countries (in particular in units 11, 12 and 17).

Geography prepares students for the world of work because much of its content is directly relevant to employment and working life. Units 16, 17 and 18 have a special economic focus, while unit 22 provides opportunities for pupils to reflect on the impact on an area of decline in the mining industry. The introductory unit, unit 1 'Making connections', reinforces pupils' understanding of the links between local, regional and national economic activity.