General Guidance For Geography Schemes Of Work. Key stage one: Changes to National Curriculum 2000 Pupils should be given opportunities to build on their awareness of the local area and the wider world. They should be taught to acquire and apply geographical enquiry skills and broaden their knowledge and understanding of similar and contrasting geographical features of places. They should be given opportunities to observe and describe these features and express their opinions about them. Context: Geographical skills and enquiry should be developed within the contexts of two types of places: The local area A locality either in Wales or elsewhere in the world which contrasts with that of the school. N.B. a locality should be a small area. In the case of a local area, it is the immediate vicinity of the school, either the school buildings and grounds and the surrounding area within easy access. The contrasting locality should be an area of similar size. Key stage two: Pupils should build on the knowledge, understanding and skills acquired at key stage one. They should further their awareness and understanding of people, places and environments at different scales in Wales and elsewhere in the European Union and the wider world. Through geographical enquiry, they should be taught to acquire and apply a widening range of geographical skills to investigate and identify changing and contrasting geographical patterns and how they relate to physical and human processes. They should be given opportunities to observe, describe and explain how features, patterns and processes are linked to geographical issues. Context: Geographical skills and enquiry should be taught through the contexts of three places and a theme: The local area A contrasting locality in Wales or elsewhere in the E.U. A locality in a less economically developed country The theme of environmental change. Teaching time and Organisation of the Geography Curriculum National assembly for Wales guidelines recommend the total teaching time at key stage one to be 21 hours a week, and at key stage two, 23½ hours. Estyn suggests that geography might account for four per cent of curriculum time at both key stages, i.e., an annual equivalent of 33½ hours at key stage one and 36 hours at key stage two. There is no requirement for schools to teach geography on a weekly basis throughout the year. Schools may wish to consider blocking the subject on a termly basis as a more effective way of teaching it. Model Schemes Of Work At key stage two these schemes of work have been developed for use over two year groups. Schools will need to adapt the activities and expectations to the ages and abilities of their children. Key stage one has schemes specific to the year groups. Learning objectives have been identified so that teachers have a clear understanding of the intentions of lessons and activities. It is not necessary to maintain detailed records of individual children, but each unit defines what children should be able to achieve at the end of the work. At key stage one these expectations have been defined in two broad bands and at key stage two in three broad bands. They are designed to be used as a best-fit model, which may then assist teachers in relating to the N.C. level descriptions. Key stage one topics are: Study of a local area (Yr.1) Study of a contrasting locality (Yr. 2) (Porthcawl) Key Stage two topics are: Yrs 3-4: Our local area: an example based on Ebbw Vale Yrs 4-5: A contrasting locality: an example based on Crickhowell Yrs.5-6: A locality in a less economically developed country: an example based on St. Lucia . An environmental theme; generic example.