'The challenge facing us as geography teachers is to adopt a pedagogy that promotes critical thinking and raises awareness of the ways in which individuals and groups of people can engage in appropriate action to promote a sustainable future.'
Morgan, A. (2006) 'Teaching geography for a sustainable future' in Balderstone, D. (ed) Secondary Geography Handbook, Sheffield: Geographical Association.
Government policies and professional ideas about teaching and learning have to be applied successfully at the level of a scheme of work or sequence of lessons to be seen to be effective in the short or longer term. Making use of learning materials and ideas provides the measure of change in the significant contribution made to learners' experiences.
This section asks you to look closer to home than the familiar learning contexts in textbooks and elsewhere. It embraces critical thinking about learners and their own communities. It puts more emphasis on the personal experiences than analysis of classic models or locality studies could possibly allow. Part of this appreciation of oneself and one's own places is the geographical interpretation of connections with other people and their places.
'Personal experiences of geography: This involves using pupils' practical and life experiences to extend and deepen their awareness and understanding of a range of geographical ideas, such as the significance of location, the nature of environments and sustainable development.'
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